DOCTORAL STUDENT HANDBOOK - School of Nursingnursing.fullerton.edu/current/resources/pdf/Handbook_DNP.pdfdoctoral project is completed. Students take 6 units of preparation for the

DOCTORAL STUDENT HANDBOOK

Doctor of Nursing Practice (DNP) Program

Southern California CSU DNP Consortium

California State University, Fullerton

California State University, Long Beach

California State University, Los Angeles

Schools of Nursing

School of Nursing, DNP Program

800 North State College Blvd

Fullerton, California 92831

657-278-3336

Revised 8.3.20

DNP Handbook 2020-2021

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TABLE OF CONTENTS

I. General Information A. Welcome to the Southern California DNP Consortium Program ......... 4 B. The Doctor of Nursing Practice and the Southern California CSU DNP

Consortium Program ............................................................................. 5 C. Teaching/Learning Philosophy ............................................................. 6 D. Mission Statement ................................................................................. 6 E. Program Goals ...................................................................................... 7 F. Doctor of Nursing Practice Student Learning Outcomes ..................... 7

1. Ethics .................................................................................................... 7 2. Professional Practice ............................................................................. 7 3. Interpret Information for Improved Practice ........................................ 7 4. Clinical Scholarship (EBP) ................................................................... 7 5. Communication, collaboration and Dissemination ............................... 7

II. DNP Curriculum

A. DNP Post-Master’s Course Sequence ................................................... 8 B. DNP Nurse Anesthesia Course Sequence ............................................. 9 C. Course Descriptions .............................................................................. 10

III. DNP Program Admission and Progression A. DNP Post-Master’s Program Admission Requirements ....................... 15 B. Determination of Clinical Hours ........................................................... 16 C. DNP Nurse Anesthesia Program Admission Requirements ................. 17 D. Student Conduct and Academic Integrity ............................................. 19 E. University Writing Requirement .......................................................... 19 F. Graduate Standing: Conditionally Classified ...................................... 19 G. Graduate Standing: Classified ............................................................. 19 H. Clinical and Legal Documents .............................................................. 19 I. Transfer Credit Policy ........................................................................... 20 J. Petition for Variance in Academic (DNP) Requirements ..................... 20 K. General Requirements for Graduation with a Doctoral Degree ........... 21 L. Progression within the DNP Program ................................................... 21 M. Advisement ........................................................................................... 21 N. Student Files.......................................................................................... 22 O. University Graduate Study Plan............................................................ 22 P. DNP Grading Policy ............................................................................. 23 Q. Grade Point Average ............................................................................. 24 R. Probation ............................................................................................... 25 S. Disqualification ..................................................................................... 25 T. Leave of Absence .................................................................................. 26 U. Independent Study ................................................................................ 26 V. Resolving Student Concerns ................................................................. 27 W. Candidacy and Graduation .................................................................... 27


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IV. The Doctoral Project

A. DNP Project Overview ......................................................................... 28 B. DNP Required Deliverable ................................................................... 28 C. DNP Project Team ................................................................................ 28 D. DNP Project Team Conflict of Interest Disclosure .............................. 29 E. DNP Project Disclosure of Past Work .................................................. 29 F. DNP Project Proposal and Defense ...................................................... 29 G. Doctoral Project IRB Requirements ..................................................... 32 H. Advancement to Candidacy .................................................................. 32 I. Qualifying Doctoral Assessment .......................................................... 33 J. Doctoral Project Presentation ............................................................... 33 K. DNP Final Project Product ................................................................... 33 L. Doctoral Project Approval .................................................................... 34 M. Authorship Credit and Other Acknowledgement ................................. 34

V. School of Nursing Policies and University Policies

A. CSUF Student Related Policies ............................................................ 35 B. CSUF Curriculum Related Policies ...................................................... 37 C. CSUF Library Related Policies............................................................. 38 D. CSUF Research Related Policies .......................................................... 38 E. Petition Policies .................................................................................... 38 F. Course/Faculty Evaluation Process ...................................................... 38 G. DNP Student Participation in Consortium Committees ....................... 39 H. Continuing Education Requirements .................................................... 39 I. Impaired Student Policy........................................................................ 39

VI. Appendices

A. Title 5 Requirements for the DNP ........................................................ 44 B. Sample DNP Project Timeline .............................................................. 45 C. Sample DNP Project Content Sections ................................................. 47 D. DNP Project Proposal Rating Tool ....................................................... 51 E. DNP Final Project Rating Tool ............................................................. 53 F. DNP Program Checklist ........................................................................ 55 G. Technological Tools Available to you at CSUF ................................... 56 H. ANA Code of Ethics for Nurses ........................................................... 58 I. Resource Information............................................................................ 59 J. DNP Student Handbook Acknowledgement Form ............................... 60


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SECTION I: GENERAL INFORMATION

A. WELCOME TO THE SOUTHERN CALIFORNIA CSU DNP CONSORTIUM

The DNP Student Handbook provides detailed information specific to the DNP program at the Southern California CSU DNP Consortium and is meant to supplement the CSUF University Catalog. It is important that you read your Catalog and Handbook thoroughly, ask for clarification as needed, and keep them for reference throughout your enrollment in the program. It is important that you obtain a copy of the CSUF University Catalog for reference while you are enrolled in the DNP Program as CSUF is the administrative campus for the Southern California CSU DNP Consortium. You will note that there are sections in the DNP Handbook that refer to the University Catalog on specific university policies. Students are expected to be familiar with all university student and academic policies. The School of Nursing policies conform to those of the University, as well as to the College of Health and Human Development (CHHD), of which it is a part. The University Catalog and the DNP Student Handbook are updated annually. Students must abide by current policies throughout their time of enrollment. Should updates be made to the DNP Student Handbook in the middle of an academic year, students will be notified via CSUF email of the specific policy changes. The Registration Guide, found in Titan Online, also contains information for students enrolled in the DNP Program. The front of the Registration Guide lists important policies, procedures, dates, and deadlines for the semester. Information related to classes offered is given under each Department's section of class listings. Registration dates, policies, and a worksheet are included. Four websites provide important information for DNP students:

The CSUF website http://www.fullerton.edu offers an incredible amount of university information and resources.

The Graduate Studies website http://www.fullerton.edu/graduate provides important

dates and deadlines, student responsibility guidelines, a link to the Graduate Student Guide, and graduate forms.

The School of Nursing website http://nursing.fullerton.edu also has a wealth of

information including the Mission and Philosophy, the Graduate Program, the DNP Student Learning Objectives, as well as scholarship resources and technology information.

The Kaiser Permanente School of Anesthesia website https://www.kpsan.org/ contains

additional information relevant to the Nurse Anesthesia concentration.


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B. THE DOCTOR OF NURSING PRACTICE AND THE SOUTHERN CALIFORNIA CSU DNP CONSORTIUM PROGRAM

The program’s emphasis is that of a professional practice degree, which has been recommended by the American Association of Colleges of Nursing for entry into advanced nursing practice. “The purpose of the DNP…is to prepare practitioners to take the knowledge created by researchers and theoretical scholars and use it in the delivery of services and advancement of policies that support high-quality health care. The scholarship of the DNP program prepares nurses to focus on integration, application, and teaching of knowledge…They will be able to exploit the evidence base to strengthen evidence-based practice.” 1 We regard the DNP, a professional practice doctorate, as an extremely demanding and rigorous academic experience to prepare nurses to assume the highest levels of nursing professional practice. In addition to developing advanced competencies in evidence-based practice, leadership, health policy and advocacy, graduates will develop in-depth skills in a focused area of nursing practice. Students will complete 1,000 clinical hours in practicum experiences. The program provides rich opportunities for practice experiences so graduates achieve essential competencies upon graduation. The end of program integrative clinical scholarship coursework provides synthesis and expansion of the learning, providing the clinical context in which the final work for the doctoral project is completed. Students take 6 units of preparation for the faculty role (two classes - curriculum development and teaching methods). Students may also take practice teaching as an elective class. The program curriculum is based on the Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and learning outcomes are mapped to the eight essentials specified by the AACN. The pedagogy for this program is geared to adult learners who come with a strong clinical focus and expertise. Thus, active learning strategies are favored, with an emphasis in searching the literature and reviewing practice to become experts in translating knowledge to improve patient care and outcomes. Not only will they be users of research, but students will be able to implement applied research and evaluation in a variety of settings. Classroom and clinical experiences in the DNP are designed to provide systematic opportunities for feedback and refection, as well as involvement with experts in nursing and other disciplines. Throughout the program, faculty serve as mentors to foster their development in critical analysis skills and professional leadership. As a joint program, the faculty members of CSU Fullerton/Long Beach/Los Angeles Schools of Nursing have brought expertise to the development of the program and will serve as the specialty faculty for the Role Development and Integrative Clinical Scholarship courses. We believe that a synergy of ideas and approaches from faculty members’ varied areas of nursing expertise enrich the learning and experiences of the DNP student.

1 Edwardson, S.R. (2010). Doctor of Philosophy and Doctor of Nursing Practice as complementary degrees. Journal of Professional Nursing, 26 (3), 137-140. DOI: 10:1016/jprofnurs.2009.08.004


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C. TEACHING/LEARNING PHILOSOPHY Teaching is a complex, interactive, and outcome-focused operation. Based on a body of evidence, it promotes disequilibrium and contributes to learners’ growth. Well applied evidence-based teaching strategies take into account learning goals, student diversity (including learning styles), and faculty and student resources. Teaching strategies are matched to student learning styles, reflect on-going formative and summative assessment, and are driven by the ideal of continuous improvement. The teacher focuses on learners, providing environments that facilitate student learning where desired learner outcomes (cognitive, affective, psychomotor) are achieved. Liberal learning that prepares students to live responsible, productive, and creative lives is the foundation of professional nursing education. Nursing education fosters a well-grounded intellectual resilience, a disposition toward lifelong learning, and an acceptance of responsibility for the ethical consequences of ideas and actions (Statement on liberal learning, 1998). Liberal education requires a respect for truth, recognition of the importance of context (e.g., historical, cultural), and examination of connections among formal learning, citizenship, and community service. Integration of liberal education and nursing education comes from faculty members guiding students to build bridges between key concepts in both. In a practice discipline such as nursing, assisting students to make these connections is the foundation for development of clinical judgment skills required for professional nursing practice (American Association of Colleges of Nursing [AACN], 2008). Students must achieve competency with critical thinking, communication, ethical decision-making, evidence-based practice, and information literacy. Information literacy enables students to recognize when information is needed and locate, appraise and effectively incorporate salient information. Ideally, nursing education takes place in an environment that promotes true transdisciplinary experiences where individuals from each discipline show mutual understanding and respect towards and for the other’s discipline and contribution. Such transdisciplinary practice is patient-centered, results-oriented, and enhances care effectiveness for patients (Greiner & Knebel, 2003). The teaching and learning philosophy that guide our DNP program is congruent with the DNP Essentials. Thus, the faculty through innovative teaching strategies strive to inspire students to become advanced practice nursing leaders dedicated to excellence in patient care and change agents transforming nursing practice in all care settings. D. DOCTOR OF NURSING PRACTICE MISSION STATEMENT The Southern California DNP Consortium is committed to providing a quality doctoral education program, which is accessible to a diverse student population of advanced nursing practice specialists. In doing so, we strive to be a center of excellence in nursing education. We endeavor to be proactive in meeting societal health imperatives for nursing practice, leadership, and education. We are committed to promoting the health of individuals, populations, and


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communities through innovative educational partnerships, faculty, scholarship, and service; and to the preparation of graduates who share these values and who demonstrate their commitment throughout their nursing careers. E. DOCTOR OF NURSING PRACTICE PROGRAM GOALS

1. To prepare graduates who can provide culturally sensitive care within a framework of

scientific and professional accountability and function independently in a variety of settings, including direct specialty practice and indirect practice.

2. To prepare graduates who demonstrate commitment to lifelong learning for personal and professional growth.

F. DOCTOR OF NURSING PRACTICE STUDENT LEARNING OUTCOMES The DNP learning outcomes were derived from the Consortium Schools’ mission and philosophy statements and reflect current educational and professional standards, including the American Association of Colleges of Nursing's Essentials for Doctoral Education. Ethics Develop and /or evaluate effective strategies for managing the ethical dilemmas inherent in advanced nursing practice at individual, family, community, and population levels, health care organizations and information systems, and research.

Professional Practice Utilize appropriate theories and evidence from nursing and related fields to provide high quality, accountable healthcare to diverse clients including diagnosis and management in advanced practice, to evaluate outcomes, to develop and evaluate new practice approaches, and to evaluate and improve healthcare delivery systems, practice guidelines and health policy

Interpret Information for Improved Practice Access, analyze, interpret and develop information at the individual/family, community/population, and organizational levels to provide high quality health care and health education, initiate change, and improve nursing practice and health care outcomes.

Clinical Scholarship (EBP) Use a systematic approach to identify, analyze and diagnose actual or potential problems within a variety of health care settings, and develop, evaluate, manage, and test possible solutions based upon the highest level of evidence available, allowing for innovative solutions; demonstrate competence in knowledge application activities: the translation of research in to practice, the evaluation of practice improvement of the reliability of health care practice and outcomes, and participation in collaborative research.

Communication, Collaboration and Dissemination Demonstrate effective oral and written communication, including the use of informatics, with clients, colleagues, and diverse groups to foster effective interprofessional collaboration to promote optimal health outcomes in individuals/families/communities/populations and within healthcare organizations, and to disseminate professional practice findings.


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SECTION II: DNP CURRICULUM The Doctor of Nursing Practice (DNP) is offered through the Southern California CSU DNP Consortium, which includes the CSU campuses of Fullerton, Long Beach and Los Angeles. The DNP is a professional practice degree designed to prepare nurses in advanced practice for complex practice and leadership roles in the clinical setting as well as teaching roles at California’s community colleges and at the California State University. A. DNP POST-MASTER’S COURSE SEQUENCE The DNP Post-Master’s program consists of 36 units of Post-Master’s courses with 5 core components: Evaluation and Measurement Core, Management and Leadership Core, Practice Core, Integrative Clinical Scholarship Core, and Faculty Development Core.

Year 1

Fall

NURS 602 Data Management and Evaluation for APN (3)

NURS 605 Advanced Evidence-Based Practice in Nursing (3)

NURS 640 DNP Clinical Practicum: Professional Role Development (3) * *may be repeated to accrue 1000 clinical hours between MSN and DNP

9 units

Spring

NURS 615 Epidemiology and Clinical Prevention (3)

NURS 630 Healthcare Policy, Ethics and Advocacy (3)

NURS 695 Seminar in Integrative Clinical Scholarship (2)

NURS 697A Integrative Clinical Scholarship I: Evidence-based Practice (1)

9 units

Summer

NURS 610 Leadership, Management and Economics in Adv. Nursing Practice (3)

NURS 620 Informatics in Healthcare (3)

Qualifying Doctoral Assessment (Late Summer or Early Fall)

6 units

Year 2

Fall

NURS 697B Integrative Clinical Scholarship II: Evidence-based Practice (3)

NURS 650 Nursing Curriculum Development (3)

6 units

Spring

NURS 697C Integrative Clinical Scholarship III: Evidence-based Practice (3)

NURS 652 Instructional Design in Nursing Education for DNP Students (3)

Doctoral Project Defense 6 units

Total Units 36 (Additional units may be required to complete a minimum of 1,000 total clinical hours)


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B. DNP NURSE ANESTHESIA COURSE SEQUENCE The curriculum of the nurse anesthesia DNP concentration provides the student with scientific, clinical, and professional foundations upon which to build a sound and safe clinical practice. The DNP Nurse Anesthesia study plan consists of 110 units of post baccalaureate coursework. Core DNP courses make up 22 units of the study plan, 79 units of the plan are concentration specific coursework, and 9 units of the study plan are the doctoral project. In addition to the core nursing courses, instruction in anesthesia practice provides content such as induction maintenance, and emergence from anesthesia; airway management; anesthesia equipment; and anesthesia for specialty populations such as obstetrics, pediatrics, and geriatrics. The supervised clinical residency provides students the opportunity to incorporate didactic anesthesia education into clinical practice. During the clinical experience, students are supervised by anesthesiologists and nurse anesthetists who provide instruction in the safe administration of anesthesia. In addition, the clinical faculty evaluates the technical and critical thinking skills of students on a daily basis. Students must successfully complete a national certification exam administered by the National Board for Certification/Recertification of Nurse Anesthetists in order to become a Certified Registered Nurse Anesthetist (CRNA).

Year 1

Fall

NURS 542/L Advanced Physical Assessment/Lab (2/1) NURS 601 Theoretical Perspectives for Advanced Nursing Practice (3) NURS 602 Data Management and Evaluation for APN (3) NURS 605 Advanced Evidence-Based Practice in Nursing (3) NURS 615 Epidemiology and Clinical Prevention (3)

15 units

Spring

NURS 610 Leadership, Management and Economics in Adv. Nursing Practice (3) NURS 620 Informatics in Healthcare (3) NURS 630 Healthcare Policy, Ethics and Advocacy (3) NURS 680 Advanced Pharmacology for Anesthesia I (3) NURS 681 Anesthesia General Principles (3)

15 units

Summer

NURS 682 Anesthesia for Surgical Procedures and Special Populations (4) NURS 683 Advanced Physiology (3) NURS 684 Advanced Pharmacology for Anesthesia II (3) NURS 685L Nurse Anesthesia Practicum I (2)

12 units

Year 2

Fall

NURS 686 Pediatric and Obstetric Anesthesia (3) NURS 687L Nurse Anesthesia Practicum II (5) NURS 695 Seminar in Integrative Clinical Scholarship (Proposal Writing) (2) NURS 697A Integrative Clinical Scholarship I: Evidence-based Practice (1)

11 units

Spring NURS 688 Advanced Pathophysiology for Anesthesia I (4) NURS 689L Nurse Anesthesia Practicum III (6) NURS 697B Integrative Clinical Scholarship II: Evidence-based Practice (3)

13 units


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Summer NURS 690 Advanced Pathophysiology for Anesthesia II (4) NURS 691L Nurse Anesthesia Practicum IV (6) NURS 694 Advanced Pharmacology for Anesthesia III (3)

13 units

Year 3

Fall

NURS 692 Professional Nurse Anesthesia Role: Clinical Integration (3) NURS 693L Nurse Anesthesia Residency (6) NURS 697C Integrative Clinical Scholarship III: Evidence-based Practice (3) NURS 640 DNP Clinical Practicum: Professional Role Development (1)

13 units

Spring NURS 692 Professional Nurse Anesthesia Role: Clinical Integration (3) NURS 693L Nurse Anesthesia Residency (6)

9 units

Summer NURS 692 Professional Nurse Anesthesia Role: Clinical Integration (3) NURS 693L Nurse Anesthesia Residency (6)

9 units

Total Units: 110 C. COURSE DESCRIPTIONS Evaluation and Measurement Core NURS 601 Theoretical Perspectives for Advanced Nursing Practice -- Advanced course focused on theories in nursing and other health care disciplines with particular emphasis on utility in practice; evaluate specific theoretically based strategies for individual nurse or patient change and those for planned changes within organizations. (3 units) NURS 602 Data Management and Evaluation for APN -- Provides DNP students with the necessary skills and knowledge to interpret research that employ multivariate statistical techniques. Topics include choosing correct statistical methods; descriptive, univariate and multivariate statistics; probability; estimation and hypothesis testing; and use of a statistical software package. (3 units) NURS 605 Advanced Evidence-Based Practice in Nursing -- Advanced research course focused on reading, interpreting, and evaluating studies using quantitative and qualitative methods in nursing and other health care disciplines; develop initial literature review for integrative scholarship proposal. (3 units) NURS 615 Epidemiology and Clinical Prevention -- Emphasis on application of epidemiological principles and approaches related to health and illness in at-risk populations. Epidemiological models and inquiry are used to determine population needs and promote interventions to enhance health-related quality of life and prevent illness. (3 units) NURS 620 Informatics in Healthcare -- Use of information systems/technology resources to implement quality improvement initiatives and support practice and administrative decision-making. Topics include standards and principles for selecting and evaluating information systems and patient care technology, and related ethical, regulatory, and legal issues. (3 units)


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Faculty Development Core NURS 650 Nursing Curriculum Development -- This hybrid course is a systematic study of principles of curricula for nursing academic programs, patient education, and staff development. Education philosophies, objectives, selection and organization of learning experiences and evaluation methods will be explored and developed. (3 units) NURS 652 Instructional Design in Nursing Education for DNP Students -- This course focuses on course design; the use of instructional strategies, simulation, and technology in classroom and online teaching environments; and assessment and evaluation of student learning. The ethical, legal, and cultural competencies for nurse educators will be addressed. (3 units) Management and Leadership Core NURS 610 Leadership, Management and Economics in Advanced Practice Nursing -- Emphasis on analyzing leadership theories and organizational models within healthcare delivery systems. Principles of change theory, financial management, strategic planning, program development and implementation are evaluated. Application focuses on fiscally sound leadership management in providing healthcare for individuals and populations. (3 units) NURS 630 Healthcare Politics, Ethics and Advocacy for Nurses -- Critical appraisal of how national and international health policies, advocacy efforts, ethics, and economics impact health care delivery and its outcomes and influence advanced practice nursing. Development of health care policy, delivery models, reimbursement mechanisms, and economic perspectives are investigated. (3 units) Practice Core NURS 640 DNP Clinical Practicum: Professional Role Development -- Supervised clinical opportunities in selected clinical settings to enhance professional role development in advanced nursing practice. Synthesis of prior graduate learning experience; focus on evidence-based best practices to enhance safety, quality and efficiency in the student’s nursing specialty area (135 clinical hours). Course may be repeated for credit up to 12 units, as needed to complete required practice hours at the DNP level. (1-3 units) Nurse Anesthesia Concentration NURS 542 Advanced Health Assessment -- Application of theoretical concepts related to comprehensive health assessment of patients across the lifespan. Analyzing, synthesizing and applying comprehensive health assessment data, including the bio-psychosocial, development and environmental needs of patients and families. (2 units) NURS 542L Advanced Health Assessment Laboratory -- Clinical application of advanced health assessment skills and strategies necessary for advanced practice nursing role in a particular area of specialization. Credit/No Credit only. (1 unit)


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NURS 680 Advanced Pharmacology for Anesthesia I -- This course is designed to provide the student with a thorough understanding of the basic science of pharmacology. The primary focus will be on those topics which are an integral part of modern anesthesia practice. These include pharmacodynamics, pharmacokinetics, pharmacotherapeutics, pharmacogenetics, pharmacy and toxicology. (3 units) NURS 681 Anesthesia General Principles -- This course serves as an introduction to the art and science of anesthesia and is intended to provide introductory knowledge and psychomotor preparation prior to commencing a clinical residence. (3 units) NURS 682 Anesthesia for Surgical Procedures and Special Populations -- Provides students with the pathophysiological basis for anesthesia care delivery as related to both the general and cardiac adult surgical patient populations, as well as specific clinical situations. Case study discussions incorporate theory and principles applicable to anesthesia care delivery. (4 units) NURS 683 Advanced Physiology -- Study of cardiovascular, respiratory, renal, neurological, hematological, and cellular physiology, with particular emphasis on how these systems relate to anesthesia management. (3 units) NURS 684 Advanced Pharmacology for Anesthesia II -- This course focuses on pharmacology and physiology as an integral part of modern anesthesia practice. The focus includes pharmacodynamics pharmacokinetics, pharmacotherapeutics, pharmacy, toxicology of muscle relaxants, narcotics, beta and alpha adrenergics, and autonomic nervous system drugs. (3 units) NURS 685L Nurse Anesthesia Practicum I -- Supervised increasingly complex clinical experience designed to provide the nurse anesthetist student with clinical application of the foundational principles in anesthesia. (2 units) NURS 686 Pediatric and Obstetric Anesthesia -- This course focuses on instruction and assessment provided for the anatomy, physiology, and pathophysiology of the pediatric and obstetric patient. Anesthesia considerations and case management strategies will be discussed for several types of pediatric and obstetric surgical and non-surgical procedures. (3 units) NURS 687L Nurse Anesthesia Practicum II -- Supervised increasingly complex clinical experience designed to provide the nurse anesthetist student with clinical application of the foundational principles in anesthesia. (5 units) NURS 688 Advanced Pathophysiology for Anesthesia I -- This course focuses on cardiac and pulmonary pathophysiology for anesthesia practice. Discussion will include anesthesia case management for each disease process, and the use of current evidence-based research literature to guide current practice. Regional anesthesia principles will be discussed with corresponding lab. Acute and chronic pain management principles will be discussed relating to anesthesia practice. The end of the course will be culminated in student led participation and discussion of cardiopulmonary anesthesia case management. (4 units)


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NURS 689L Nurse Anesthesia Practicum III -- Supervised increasingly complex clinical experience designed to provide the nurse anesthetist student with clinical application of the foundational principles in anesthesia. (6 units) NURS 690 Advanced Pathophysiology for Anesthesia II -- This course incorporates the pathophysiologic basis for anesthesia management including neurologic, endocrine, hepatic/renal, burn, and trauma anesthesia diseases and processes. Integrated within this are pharmacology principles related to anesthesia, and application of current scientific literature. In addition, adjunct pharmacologic agents that have impact on anesthesia delivery will be presented and discussed. (4 units) NURS 691L Nurse Anesthesia Practicum IV -- Supervised increasingly complex clinical experience designed to provide the nurse anesthetist student with clinical application of the foundational principles in anesthesia. (6 units) NURS 692 Professional Nurse Anesthesia Role: Clinical Integration -- An analysis of the professional component of nurse anesthesia practice emphasizing ethical, medical and legal responsibilities of the practitioner with emphasis on various aspects that impact the profession of nurse anesthesia. Review of anesthesia topics for national anesthesia certification examination. (3 units, may be repeated twice for a total of 9 units) NURS 693L Nurse Anesthesia Practice -- Supervised increasingly complex clinical experience designed to provide the nurse anesthetist student with clinical application of the foundational principles in anesthesia. (6 units) NURS 694 Advanced Pharmacology for Anesthesia III -- This course focuses on pharmacology and physiology as an integral part of modern anesthesia practice. The focus includes pharmacodynamics pharmacokinetics, pharmacotherapeutics, pharmacy, toxicology of adjunct drugs including antibiotics, diabetic agents, antiretrovirals, asthma medications, cardiac medications, and antihypertensives. (3 units) Integrative Clinical Scholarship Core NURS 695 Seminar in Integrative Clinical Scholarship -- Proposal development as applied to clinical scholarly work for Doctor of Nursing Practice project. Course requires 90 hours in a clinical setting with faculty consultation. Outcome is a proposal for a scholarly clinical doctoral project (90 clinical hours). (2 units) Prerequisite: NURS 600, 605, 640 Corequisite: NURS 697A NURS 697A Integrative Clinical Scholarship I: Evidence-based Practice -- This course is complementary to NURS 695 and focuses on scholarly work directed toward a Doctor of Nursing Practice (DNP) project. This doctoral project will be completed within a clinical setting under faculty supervision (NURS 695 instructor) with facilitation by a Faculty Team Leader (NURS 697A). Outcome for this course is a proposal for a scholarly clinical project on a topic in the student’s area of interest and area of specialization. Course includes consultation with


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instructor leading to development of a scholarly project proposal as applied to clinical problems. (1 unit) Prerequisite: NURS 600, 605, 640. Corequisite: NURS 695 NURS 697B Integrative Clinical Scholarship II: Evidence-based Practice -- Implementation of DNP project within a clinical setting using integration of theory and evidence-based change from nursing science and other disciplines. Emphasizes incorporation of principles of practice inquiry and evidence-based practice. Integration of core DNP concepts and competencies (135 clinical hours). (3 units) Prerequisite: NURS 697A NURS 697C Integrative Clinical Scholarship III: Evidence-based Practice -- Within a clinical setting, evaluation and completion of the DNP project. Emphasizes incorporation of principles of practice inquiry and evidence-based practice. Integration of core DNP concepts and competencies (135 clinical hours). (3 units) Prerequisite: NURS 697B


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SECTION III: DNP PROGRAM ADMISSION AND PROGRESSION A. DNP POST-MASTER’S PROGRAM ADMISSION REQUIREMENTS Candidates seeking admission to the Post-Master’s Doctor of Nursing Practice program must meet California State University, Fullerton’s requirements and the School of Nursing requirements for admission (admission requirements are equivalent for all Consortium schools). Applicants seeking admission to the DNP Post-Master’s program must have:

1. A master’s degree, from an accredited institution, in nursing or a health related field (i.e., public health, or health administration) and national certification as an APRN (CNM, CNSa, CRNA or NP) (direct care track),

OR A master’s in nursing, from an accredited institution, in nursing leadership or administration, nursing education, or community health nursing (indirect care track).

2. Official transcripts from all institutions ever attended.b, c

3. A grade point average of at least 3.5 on a 4.0 scale in overall graduate course work.

4. Pre-requisite courses for admission include: a. Master’s level courses in Advanced Physical/Health Assessment, Advanced

Pathophysiology, and Advanced Pharmacology for the direct care track only. b. Master’s level courses in core nursing areas such as nursing theory, research, and

transcultural nursing.d

5. Current, unrestricted California RN licensure or eligibility and advanced practice national certification and national furnishing/prescriptive authority, if applicable.

6. Eligible for credentialing within clinical site(s) as appropriate.

7. Three letters of reference with completed recommendation forms.

8. A personal written statement of purpose.

9. Official documentation of nursing practicum hours attained during the master’s degree program or the Post-Master’s certificate program.

10. Completion of DNP Program application and CSUF University application.

11. Completion of interviews and on-site writing sample, as requested.

a. National Certification Requirement for CNS Applicants: CNS applicants should be CNS certified in California. If ineligible for national CNS certification, applicants should include a note in their application packet specifying reason for ineligibility and identifying an appropriate national certification for their specialty.

b. Applicants who have attended CSU Fullerton do not need to submit CSU Fullerton transcripts, nor resubmit any transcripts already on-file at CSU Fullerton. Any transcripts not already on-file at CSU Fullerton must be submitted.

c. All applicants, regardless of citizenship, whose native language is other than English are required to submit proof of English proficiency before an admission decision can be made. Contact Admissions and Records with questions.

d. Students with a degree other than nursing will be required to make up deficiencies in preparation.


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B. DNP POST-MASTER’S – DETERMINATION OF CLINICAL HOURS A minimum of 1,000 hours of practice post-baccalaureate as part of a supervised academic program is required to prepare DNP graduates to achieve the DNP Essentials and nursing specialty competencies. Hours toward the DNP clinical practicum are awarded based on prior master’s or Post-Master’s practicum experiences in an academic program and completion of the DNP Clinical Practicum: Professional Role Development clinical practicum and the Integrative Clinical Scholarship series of courses. The Campus Coordinators of the DNP program shall validate clinical hours and complete the Determination of DNP Clinical Hours form that is kept in the student’s permanent file. Clinical hours are in direct care (APRN preparation) or indirect care (e.g., leadership, community health nursing, informatics, etc.). Hours attained as a nurse educator will not be applied toward the clinical hour requirement in the DNP program. Determination of Clinical Hours to be Awarded for Prior Master’s or Post-Master’s Practicum Experiences It is the responsibility of the DNP student to present documentation of the total number of practicum hours completed in his/her advanced nursing practice program. Validation of the total number of clinical practicum hours may be achieved by the following:

A letter of verification from an appropriate nursing administrator responsible for the master’s program from which the student graduated. The letter shall indicate the total number of practicum hours completed by the student during the program of study. This number is then used toward the required minimum of 1,000 hours of practice post-baccalaureate.

A letter from a national nursing certification agency attesting to the minimum number of clinical practicum hours required for certification in the student’s advanced nursing practice area at the time that the student was certified. The student is credited with the identified minimum number of practicum hours which is used towards the required minimum of 1,000 hours of practice post-baccalaureate.

Documentation of prior practicum hours in an advanced practice program provided will be reviewed by the Director or the Campus Coordinators of the DNP program for acceptance towards clinical hour requirements in the program. This review will be conducted after the student has accepted admission to the program and prior to the second week of the first semester of enrollment. The student will meet with the Campus Coordinator to sign the Determination of DNP Clinical Hours form to document that the student has been duly informed. Determination of Clinical Hours to be Awarded for DNP Coursework In addition to prior clinical hours completed prior to admission to the DNP, all students shall complete a minimum of 500 clinical hours during their DNP. The DNP course of studies includes 365 hours dedicated to Integrative Clinical Scholarship coursework and a minimum of 135 hours of Professional Role Development clinical coursework. All students must complete at least three (3) units of Professional Role Development regardless of the number of hours awarded for prior master’s or Post-Master’s clinical practicum experiences. Students whose prior master’s or Post-Master’s practicum experiences is judged to be less than 500 hours will need to complete additional Professional Role Development clinical coursework. They will be advised of this requirement as noted in the section above.


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C. DNP NURSE ANESTHESIA PROGRAM ADMISSION REQUIREMENTS Applicants to the DNP Nurse Anesthesia program must meet the following minimum requirements for admission to apply. No exceptions are made. 1. Active, unrestricted, California RN license with no disciplinary action pending or imposed

a. Applicants who are currently licensed outside of California are encouraged to review the requirements for California RN Licensure by Endorsement to ensure they meet the California Board of Registered Nursing requirements for California RN Licensure. Note the BRN's Prerequisite Course requirements for Licensure by Endorsement.

2. Baccalaureate degree in nursing (BSN) or Master's degree in Nursing (MSN) from a regionally accredited institution

3. Minimum GPA of 3.2 on a 4.0 scale in the last 60 semester units of college/university coursework

4. Minimum of one year of current full time clinical registered nursing experience in adult

critical care ICU. The Adult ICU requirement can be satisfied by working in any kind of Adult ICU environment, such as a Medical ICU, Surgical ICU, Coronary Care Unit, Trauma ICU, Cardiovascular ICU, Neuro ICU, Burn ICU, and CT ICU. The following experience is NOT considered adult critical care: emergency room, post anesthesia care unit, step down unit, cath lab.

5. CCRN (Adult) Certification The application process requires prospective students to complete 6 steps:

1. View the online information session: The first step to the application process is to create a prospective student profile on the School of Nursing website and view the online information session for the program. To create your account or to log in to your previously created account, visit our CRNA Prospective Student Portal. The information session is a series of online videos which provide information about the following: Application procedures, Curriculum, Clinical Sites, Fees and Financial Aid, and Application FAQs. Viewing the online information session is the mandatory first step. If you do not complete the information session, you will be unable to complete the following steps.

2. Upload Resume and Transcripts for Review Once you have viewed all modules of the information session, you will have the opportunity to complete an online profile and upload unofficial copies of all transcripts. Both KPSA/CSUF will review your profile and all transcripts, and will contact you regarding your status. If you meet the minimum admission requirements, you will be able to begin the preliminary online application through the CRNA Prospective Student Portal. If you do not meet the minimum admission


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requirements, you will receive an email letting you know which requirement(s) you do not meet so that you may work to meet those for a future admission cycle.

3. Submit the online application through the CRNA Prospective Student Portal The online School of Nursing application will be available through the CRNA Prospective Student Portal April 1st - October 31st. If you meet all the admission criteria and have completed Steps 1 and 2 above, preliminary online application will be open to you once your transcripts and profile are reviewed. You will receive notification when the application is available to you. The application must be submitted by October 31st. The preliminary online application will require applicants to complete/provide the following:

Online application form Personal Statement Copy of active RN License Copy of CCRN (Adult) Certification Names and contact information for a minimum of three (3) recommenders. We will email

the recommenders a unique link that will allow them to submit an online recommendation as part of your application.

4. Submit Online Application to Cal State Fullerton (only completed upon invitation from

KPSA/CSUF) The top applicants will be invited to complete the secondary application process and complete an in-person interview.

5. Submit Online Application to Cal State Fullerton (only completed upon invitation from KPSA/CSUF)

Approximately half of the applicants who participate in the online interview screening will be invited to continue in the admission process. The top applicants will be invited to complete the secondary application process and complete an in-person interview. Upon invitation to the interview, you will be required to complete the CSUF University application process. Please do not submit the university application unless invited to do so. Since the university application requires a fee, it will save you time and money to wait to submit this until you are invited to continue in the application process. CSUF University Application and Application Fee:

Submit the online CSU application for the current admission term. How to access the application, dates the application will be available and the due date will be provided to you upon invitation to complete the secondary application process.

Submit the University Application fee online at the time you submit the online CSU application.

One (1) set of official (sealed) transcripts from all colleges/universities attended submitted in one packet to the School of Nursing where receipt will be verified and transcripts will then be forwarded to the university to complete your university application.


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6. Attend an In-Person Interview Day at KPSA Applicants invited to complete the University application process will also be invited to complete an in person interview with the KPSA Admissions Committee which includes representatives from KPSA and the CSUF School of Nursing. Interviews are held in February and all details will be provided upon invitation. D. STUDENT CONDUCT AND ACADEMIC INTEGRITY

Doctor of Nursing Practice students must abide by university student conduct and academic integrity policies throughout their enrollment. More information on these policies and related student resources is available at: www.fullerton.edu/integrity. E. UNIVERSITY WRITING REQUIREMENT

DNP students must meet the University Writing Requirement. DNP students will demonstrate meeting the University Writing Requirement by successfully completing the three-semester DNP project courses, N697A/B/C Integrative Clinical Scholarship I/II/III: Evidence Based Practice; this complies with Title 5 and the Chancellor’s Executive Order related to granting the DNP degree. F. GRADUATE STANDING: CONDITIONALLY CLASSIFIED With the approval and recommendation of the appropriate authorities, students who have deficiencies in prerequisite preparation or in GPA may be considered for admission in conditionally classified status. Students admitted in this status may subsequently be granted classified status in an authorized graduate program if professional, personal, scholastic, or other standards are met. G. GRADUATE STANDING: CLASSIFIED Classified standing is normally granted when all prerequisites have been satisfactorily completed, the official study plan formulated, recommendation made by the appropriate graduate advisor to the associate vice president, Academic Programs who gives final approval. A student is not officially classified until an approved study plan is on file in the Graduate Studies Office (GSO). The student will be sent a copy of the approved study plan. Copies will be filed in the academic unit, university records and GSO. H. CLINICAL AND LEGAL DOCUMENTS The Southern California CSU DNP Program requires that all students maintain updated documents in their student file related to health clearance, legal, and clinical requirements. These items include, but are not limited to:

Proof of current R.N. licensure and furnishing number if applicable Release of Liability, Image, and Information forms Proof of appropriate national certification


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Information on submitting and maintaining these items is provided to students upon admission. It is each student’s responsibility to maintain this file. Registration and graduation holds will be placed on student accounts for failure to maintain these records appropriately. KPSA will maintain all documents required for clinical course clearance for Nurse Anesthesia students. Refer to the KPSA Student Handbook for additional details. Any Post-Master’s student requiring a preceptorship or clinical facility agreement for any reason will be required to complete a background check and an electronic file through Castle Branch. The student should contact the program office immediately if this applies him or her. Additional documentation will be required at that time including, but not limited to:

Mandatory Reporter and other liability forms Certified Background Check Clearance CPR Certification Current required immunizations Current California driver's license and automobile insurance

I. TRANSFER CREDIT POLICY Doctoral students may be able to transfer a limited number of course units in meeting the requirements for a doctoral degree. Such work can only be accepted with prior approval of both the DNP Director and the Office of Graduate Studies. The use of transfer credits on the student’s study plan is subject to the following: Each course must:

Have been taken at an accredited college or university Be acceptable for credit toward a graduate degree at the institution where the course was

taken Have been completed with a grade of B or better Not have been used in meeting the requirements for another earned degree Have been completed within the student’s 5-year time limit

In addition, all transfer units are subject to the same policies in effect for the DNP Study Plan. Course work taken at another institution after admission to CSUF as a doctoral student is rarely accepted for credit toward the doctoral degree. Such work can only be accepted with prior approval of both the DNP Director and the Office of Graduate Studies. All approved transfer units and grade points will be entered on the CSUF transcript at graduation. For the DNP Nurse Anesthesia Concentration, master’s level coursework cannot be substituted for any of the study plan courses. Students petitioning to waive a CSUF study plan course must have completed a substantially equivalent doctoral level course for consideration. J. PETITION FOR VARIANCE IN ACADEMIC (DNP) REQUIREMENTS Students in the may submit a petition for a variance in academic requirement. Nurse Anesthesia students may not petition for a variance to the concentration specific courses. The petition should


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be submitted to the Director of the DNP Program with all supporting information. The petition will be reviewed by the Office of Graduate Studies and the DNP Executive Committee at its next regularly scheduled meeting and the decision will be rendered within 30 days of the Executive Committee meeting. K. GENERAL REQUIREMENTS FOR GRADUATION WITH A DOCTORAL

DEGREE In order to graduate with a DNP degree, students must meet university as well as School requirements. To be granted a Doctoral degree, a student must have been classified, advanced to candidacy, and completed a satisfactory pattern of study in an approved field. Each student’s program for a doctoral degree (including eligibility, classified standing, candidacy, and award of the degree) must be approved by the DNP Director and the Graduate Studies Office. To assist you in this process, a DNP Program Checklist is available in Appendix F. For further information, students should consult the School of Nursing or the Graduate Studies Office. L. PROGRESSION WITHIN THE DNP PROGRAM A study plan is provided for appropriate progression throughout the doctoral curriculum. Coursework for the Post-Master’s program is scheduled to allow full-time work. Post-Master’s students who do not follow the recommended study plan are not guaranteed prompt progression through the program; students following their recommended study plan are given priority for entrance to classes before students who are off study plan. Students in the Nurse Anesthesia concentration must follow the study plan exactly. This concentration is cohort based and must be followed exactly in order to progress. Nurse Anesthesia students receiving less than a “B” or “CR” in a study plan course are disqualified from the Nurse Anesthesia concentration. Post-Master’s students will be placed on academic probation if they receive a grade less than a “B-“ for graduate courses, except NURS 697A, 697B, and 697B, which requires a minimum grade of “B”. Once a student is placed on academic probation, the student has the option of remediation. A course with a grade of less than B- (or less than a B for NURS 697A, 697B, and 697C) may be repeated once. Students will be advised that their progression of study may be interrupted if the course where the unacceptable grade is received is prerequisite to others. Students will need to remediate the next time the course is taught. This could cause a delay in graduation date, as courses are only taught once each year. This option can only be used once. A student who receives a second unacceptable grade in another course while in the program will be disqualified from the Southern California CSU DNP consortium program. M. ADVISEMENT Advising for first year Post-Master’s students will be handled by the DNP Coordinator faculty for each campus to assist students in developing their study plans and selecting the lead for their doctoral project team.


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Post-Master’s students will generally not be assigned to a campus until they have been assigned a project team leader. Until students have an identified project team leader, their faculty advisor will be the DNP Coordinator for the campus of the student’s N640 instructor. Students should meet with their advisor at least once each semester. Advising for second-year Post-Master’s students will primarily focus on the doctoral project and will be managed by the Doctoral Project Team Leader; all DNP Coordinators will continue to be available to assist students with other issues or concerns. Regular contact with the Doctoral Project Team Leader is imperative to completing the project in a timely manner. Advising for students in the Nurse Anesthesia concentration will be provided in partnership through CSUF and KPSA. Nurse Anesthesia students have access to a professional advisor through the CSUF Nursing Advising Center. The Nursing Admissions & Advising Coordinator works specifically with students in the Nurse Anesthesia concentration and is available to help students throughout their time of enrollment with a variety of things including connecting students to campus resources, assisting with course sequence and/or registration issues, financial aid questions and helping students understand university and nursing policies and procedures. DNP Nurse Anesthesia students also have regular access to all KPSA faculty who are available to assist with academic and support needs. DNP Program Administration endeavors to coordinate university processes for the student cohort, but it is the student’s responsibility to arrange appointments for advisement and other information as needed. If needed, students should seek advisement

prior to or during the first semester of attendance; when requesting classified standing; upon unsuccessful progress in any course; prior to requesting a LOA or withdrawing from any course(s); and when applying for a graduation check prior to the final semester

Students should maintain a personal file of transcripts and other evidence of grades and achievements and have these documents available whenever seeing an advisor. (It is essential that the student inform [email protected] of any changes in address, phone numbers or e-mail) N. STUDENT FILES For the purpose of academic counseling and advisement and to maintain a record of the student's progress throughout the program, a student file is developed and retained in the School of Nursing office until graduation. Open access to see a student's own file is a student's right under law and the file is normally available at all advising sessions. O. UNIVERSITY GRADUATE STUDY PLAN Each student is required to have a Study Plan filed with the Graduate Studies Office. This plan will be generated during the first semester and is filed for the student by the program office. The approved study plan is valid as long as the student maintains continuous enrollment in the program. Study Plan adjustment requests must be made to the DNP Program Director within the


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first five weeks of the first semester of the program. No course may be removed from the plan after a student has taken it. The requirements for the doctoral degree study plan include:

500 and 600 level courses only. No more than 12 semester units for a doctoral project None of the following: correspondence courses, credit by examination, or similar. An overall GPA of at least 3.0 to satisfy requirements for the degree For Post-Master’s a minimum grade of B- in all courses is required, except NURS 697A,

697B, and 697C, which require a minimum grade of B. No grade lower than a “B” for didactic courses or “CR” (83%) for clinical courses will be

counted towards DNP study plan coursework in the Nurse Anesthesia concentration Completion or satisfactory validation of all study plan courses within 5 years starting

with the earliest course on the study plan A qualifying doctoral assessment at the completion of the first year of the program A culminating experience, the doctoral project Doctoral dissemination The student shall have completed all requirements for the degree within five years of

matriculation in the doctoral program. The appropriate campus authority may extend by up to two years the time for completion of the requirements under the following circumstances:

o the student is in good standing, o the extension is warranted by compelling individual circumstances, and o the student demonstrates current knowledge of research and practice in advanced

nursing practice, as required by the campus. P. DNP GRADING POLICY Grading scale for each DNP course will be clearly identified in each course syllabus. The grading scale for DNP courses is as follows: Grade Numerical value A 93-100 A- 90-92.9 B + 87-89.9 B 83-86.9 B- 80-82.9 C+ 77-79.9 C 75-76.9 C- 70-74.9 D+ 67-69.9 D 63-66.9 D- 60-62.9 F 59.9 or below


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Didactic/Lecture Grading Policy School of Nursing Policy for the Graduate Program states that +/- designations are assigned for final course grades (with the exception of A+). There are no extra credit options. Grades will not be rounded up. Clinical/Lab Grading Policy The School of Nursing policy requires that credit/no credit grades be assigned as final clinical/lab grades. There are no extra credit options. Grades will not be rounded up. A grade of “CR” indicates a grade of (83%) or better and is required to pass the course. Rubrics for clinical performance will be provided in each clinical course. Q. GRADE POINT AVERAGE A DNP student is expected to earn a 3.0 cumulative grade point average in all units attempted subsequent to admission to the program. Post-Master’s DNP Grading Policy: In addition, a Post-Master’s DNP student must earn a grade of at least B- in each course taken in the program (including prerequisites), except NURS 697A, 697B, and 697C, which require a minimum grade of B. If a Post-Master’s DNP student receives a grade less than a B- (or less than a B in NURS 697A, 697B, or 697C) on a study plan course, the course must be repeated and passed with a grade of B- (or a B for NURS 697A, 697B, 697C) or better. A course may be repeated only once. This may necessitate a longer progression to degree, as each course is only taught once each academic year and all pre-requisite courses must be completed before starting the Integrative Clinical Scholarship sequence. A grade of less than B- (or B in NURS 697A, 697B, or 697C) in 6 or more units will result in dismissal from the DNP program. If permission is given to repeat a course, both grades are used to calculate the GPA. However, successful repetition of a course originally passed carries no additional unit credit toward a degree. When a course is added, the original course stays on the study plan and both grades received shall be used to calculate the GPA. Requests for course work changes on the study plan must be approved by the Graduate Program Coordinator and the Office of Graduate Studies prior to registration. If the GPA, at any time, falls below such a level that it cannot be raised to 3.0 within the prescribed limits, this has the effect of disqualifying the student from the DNP degree program. DNP Nurse Anesthesia Grading Policy: Students must earn a minimum cumulative grade-point average of 3.0 in all study plan coursework. No grade lower than a “B” for didactic courses or “CR” (83%) for clinical courses will be counted towards DNP study plan coursework. In the Nurse Anesthesia concentration there is no option to repeat coursework to raise the grade point average. Nurse Anesthesia students receiving less than a “B” or “CR” in a study plan course are disqualified from the Nurse Anesthesia concentration.


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R. PROBATION There are three reasons for which a DNP student can be placed on Probation. (1) A student enrolled in a graduate degree program will be placed on Academic Probation if either the graduate or the Study Plan Grade Point Average falls below 3.00. Following the semester, the DNP student is placed on probation, the student is allowed two more semesters to raise the Grade Point Average to the required minimum of 3.00 before being subject to disqualification. (2) DNP Post-Master’s students will be placed on academic probation if they receive a grade less than a B- (or less than a B in NURS 697A, 697B, or 697C) for a graduate course. DNP Nurse Anesthesia students will be automatically disqualified from the program if a grade less than B- is earned in any required course. (3) A graduate student may also be placed on probation for reasons other than graduate and/or Study Plan Grade Point Average. This is known as Administrative-Academic Probation. The reasons may include repeated withdrawal, failure to progress toward an educational objective, non-compliance with an academic requirement, failure to demonstrate a level of professional competence or fitness commensurate with the standards of the student’s discipline, failure to make satisfactory progress toward meeting clinical objectives or inappropriate behavior as defined in the Student Bill of Rights and Responsibilities and in the Academic Dishonesty sections of the CSUF catalog. Students will remain on Administrative-Academic probation contingent upon conditions required for their continuing in the program. The Office of Graduate Studies maintains a list of students on probation and subject to disqualification. S. DISQUALIFICATION The Associate Vice President, Academic Programs (or designee), in consultation with the student’s DNP Program Director, will disqualify a DNP student who is on probation if the student does not, or cannot, raise the Study Plan and graduate Grade Point Average to 3.00 by the completion of the second regular semester following the semester in which the Grade-point Average fell below the minimum 3.00 standard. If a student’s Grade Point Average becomes so low that it cannot be raised to 3.00 within the prescribed limits of course work, the student will be disqualified from the graduate degree program. A Post-Master’s DNP student will be disqualified if a grade lower than B- (or less than a B in NURS 697A, 697B, or 697C) is earned in 6 or more units. A Nurse Anesthesia DNP student will be disqualified if a grade lower than B or CR is earned in any one course. Students placed on probation for reasons other than Grade Point Average will be disqualified if:

The conditions for removal of Administrative Academic probation are not met within the period specified;

The student becomes subject to Academic Probation while on Administrative Academic Probation; or

The student is removed from Administrative Academic probation and subsequently becomes subject to Administrative-Academic Probation for the same or similar reasons as originally placed on probation.


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Disqualification removes a student from graduate standing and prevents further enrollment in University courses (except through University Extended Education). A student who has been disqualified from a program may not apply for admission to that program. A student who has been disqualified from one-degree program may apply for readmission to a different degree program and file a new Study Plan. Appeals related to doctoral degree probation or disqualification should first be directed to the DNP Director. Please contact the Graduate Studies Office for further information and procedures. T. LEAVE OF ABSENCE Continuous enrollment is a normal expectation of graduate degree students, for sound academic reasons including assurance of currency in the field and integration of knowledge at a sophisticated level. Continuous enrollment means that a student registers in each semester following admission to the University, until award of the degree. Continuous enrollment further permits degree students to elect the catalog graduation requirements for their degree programs which were in force at the time of admission to the program. In the Nurse Anesthesia concentration, a leave of absence would only be considered for significant, documented circumstances and will be evaluated on an individual basis. Approval must be granted by both KPSA and CSUF. Refer to the KPSA Student Handbook for additional leave guidelines. CSUF grounds for taking a leave of absence and the required form can be accessed at www.fullerton.edu/graduate. U. INDEPENDENT STUDY Independent study is the pursuit for credit of topics or problems of special interest to the student beyond the scope of the department's regular course offerings. NURS 699 - Independent Study (1-3 units) is the designated independent study course for the DNP Program. To be eligible for independent study units, the student must gain the approval of the DNP Program Director and the supervising faculty member. If a student does not complete the doctoral project during NURS 697C, he/she will be required to register in NURS 699 each semester until the project is complete, including the final oral defense of the project. In compliance with California State University, Fullerton policies:

The independent study project shall be of an investigative or creative nature. The student must consult with the supervising faculty member to develop a plan of study

and be issued an electronic registration permit from the DNP Program Office before registering for the independent study units.

The student will complete an independent study contract in accordance with the NURS 699 syllabus consisting of the student's objectives, proposed project activities and


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statement of the criteria to be used in evaluating the project. This contract will be signed by the student and the supervising faculty and placed in the student’s file.

Independent Study courses may be taken on a credit/no credit basis or for a grade. A student may take no more than six units of Independent Study per semester and may

apply no more than six units towards the completion of the graduate degree. Tangible evidence of work accomplished (reports, bibliographies, photo essays, research

data, etc.) signed by the student and supervising faculty member will be kept on file per University guidelines.

V. RESOLVING STUDENT CONCERNS The DNP Program welcomes student feedback and actively includes student input in program improvement decisions. If a student has an individual student concern or a concern better addressed through more immediate processes, the student should consult with the DNP Program Director to determine the appropriate University process depending on the nature of the concern. Nurse Anesthesia students may also bring feedback and concerns to the KPSA Director. W. CANDIDACY AND GRADUATION A student who has been granted classified standing is normally advanced to candidacy after the student files a request for graduation; and, the DNP Director makes an affirmative recommendation based on student’s GPA and successful completion of the study plan. The degree is awarded upon the satisfactory completion of all state and university requirements, the specific program requirements, the recommendation of the appropriate graduate advisor and project team, and the approval of the faculty and the Office of Graduate Studies. It is highly recommended that all work for the degree, except final course examinations, be submitted by the last day of classes, in order to assure granting the degree by the end of the semester in question. It is the student’s responsibility to file an application for a graduation check and pay the graduation and diploma fee prior to the beginning of the final semester. The application for graduation initiates a review of degree requirements and formal approval by the faculty as well as serving as the order for the diploma. The last date to file the application is listed in the front cover of the Registration Guide for each semester. Candidates for August graduation must file their requests prior to registration for the spring semester. Commencement ceremonies are held only at the end of the spring semester. Students completing requirements at the end of fall and spring semesters and during the following summer may participate in those ceremonies. Graduation ceremonies are expected to be held in May for all three campuses. Students are asked to participate in the graduation ceremony of their home campus and are welcome to attend additional ceremonies. Additional information is sent to concerned graduates by the Registrar’s Office during the final semester. Information about cap, gown and hood rental or purchase will also be provided during the final semester.


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SECTION IV: THE DOCTORAL PROJECT A. DNP PROJECT OVERVIEW Doctoral education in nursing is characterized by completion of a specific project that demonstrates synthesis of student work and lays the groundwork for future scholarship (American Association of Colleges in Nursing [AACN], 2006). Requiring original research is not the intent of the practice-focused doctorate. The DNP primarily involves mastery of an advanced specialty within nursing practice. Therefore, other methods must be used to distinguish the achievement of that mastery. In the DNP Program, the doctoral project may take a number of forms. Whatever form it takes, the doctoral project shall be the written product of systematic, rigorous evidence-based endeavor focused on a significant advanced nursing practice issue. One example of a final DNP product is a practice change initiative. This may be represented by a pilot study, a program evaluation, a quality improvement project, an evaluation of a new practice model, a consulting project, or an integrated critical literature review with practice implications. Additional examples of a DNP final product could include a research utilization project, practice topic dissemination, substantive involvement in a larger endeavor, or other practice project. The theme that links these forms of scholarly experiences is the use of evidence to improve either practice or patient outcomes. B. DNP REQUIRED DELIVERABLE The final DNP project produces a tangible and deliverable academic product that is derived from the practice immersion experience and is reviewed and evaluated by an academic committee. The final DNP written product documents outcomes of the student’s educational experiences, provides a measurable medium for evaluating the immersion experience, and summarizes the student’s growth in knowledge and expertise. The doctoral project will reflect evaluation of practice, interpretation and use of research findings in practice, and/or participation in collaborative research. The project thus will contribute to practice-based evidence, evidence-based practice, or practice inquiry. Samples of DNP projects from the consortium are available on the DNP website. Examples are provided as ideas for projects and should not be used for formatting guidance. C. DNP PROJECT TEAM Each student will have a doctoral project team of at least two persons. The project team leader will be a (a) doctorally prepared CSU or KPSA faculty member (b) lead the final clinical practica courses (Integrative Clinical Scholarship I, II and III), and (c) supervise the student’s culminating experience. The (required) team member will also be a doctorally prepared CSU or KPSA faculty member. One member will be knowledgeable in the area of the student’s nursing specialization or specific project topic. In some cases, a third team member will be selected from


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academia, the clinical setting where the project is being done, or the community of interest. The campus program director may approve an exception to membership criteria. The team leader must attend both the proposal defense and the project defense. It is expected that all team member(s) will attend both as well. Exceptions to this requirement must be approved by the team leader and the program director. D. DNP PROJECT TEAM CONFLICT OF INTEREST DISCLOSURE A conflict of interest may occur if the student has a professional, personal, or financial relationship with a team member outside of the doctoral project relationship. Any potential conflict of interest must be documented. All involved parties including team members, program faculty, and students share the responsibility to disclose any potential conflict of interest in team make-up to the DNP Program office in writing. The student must complete the DNP Project Past Work and Team Conflict of Interest Disclosure Form, obtain all team member signatures, and obtain approval through the DNP Program Office prior to defending the project proposal. The student will identify potential conflict(s) of interest and provide rationale that the conflict is not significant and can be managed. If any conflict of interest is significant or cannot be managed, the student and/or the team member(s) should immediately contact the DNP Program office for guidance. E. DNP PROJECT DISCLOSURE OF RELATED PAST WORK DNP students are expected to uphold the highest standards of academic integrity. All students are responsible for reading and understanding all academic integrity expectations at CSU Fullerton: www.fullerton.edu/integrity. In instances of fabrication, plagiarism or other forms of dishonesty in a DNP project, dismissal from the program or university-wide suspension are the normal consequences. Should such dishonesty be discovered subsequent to the conferral of the degree, revocation of the degree is the normal response. It is imperative that students provide proper attribution for all work, including citing their own past work as appropriate. Since many DNP projects draw on the student’s past academic or employment related work and/or prior research, students must disclose past work related to any portion of their DNP Project. Students should properly attribute past work in their final product and must also disclose past work to the team leader and program office through the DNP Project Past Work and Team Conflict of Interest Disclosure Form. F. DNP PROJECT PROPOSAL AND DEFENSE The doctoral project proposal is usually completed during NURS 695 and NURS 697A with the proposal defense scheduled after successful completion of NURS 695 and prior to the beginning of NURS 697B. A grade is not given for NURS 697A until a successful proposal defense has occurred. The doctoral project is implemented and completed within NURS 697B and NURS 697C, and the written product completed within NURS 697C along with a public dissemination. Students must be aware of CSUF approval deadlines related to final projects.


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The written proposal for the DNP project is written using the following guidelines and will have citations, references, and headings formatted according to the most recent version of the American Psychological Association Manual. Students must have a proposal accepted for their final project by their Doctoral Project Team as part of advancement to candidacy. As part of advancement to candidacy, team members will systematically evaluate the student's ability to analyze, synthesize, and evaluate practice and substantive knowledge in nursing based on the written proposal and an oral presentation of the proposal. Upon approval of the oral proposal defense, the doctoral project team leader and team member(s) will sign the Approval of the Doctoral Project Proposal. The form will be filed in the DNP Program Office and the student will receive a copy. The written proposal will contain the following content: Background (Needs Assessment/Problem Statement/Supporting Framework/Purpose) This section contains an objective discussion of the specific situation, opportunity, problem, issue, need, and context (the community/setting) that the proposal addresses. The problem statement is supported with research findings or local evidence to justify the need or problem. The case is made clearly and concisely that a relevant, compelling problem or need exists within a particular context. The discussion includes a description of the target population and the definition of the problem to be addressed in that population. A supporting framework is described. When the project involves a practice change, the underlying change framework is briefly identified and applied to the project. For other projects, the conceptual model or theory is described and applied as appropriate to the project. This section documents support from nursing and other appropriate theories that serve to frame the project or the intervention; more than one model or theory may be integrated. The written project purpose statement clearly shows the project focus and guides decisions related to the project. Any sub-aims and objectives of the project are identified; these will drive the outcomes of the project and be stated in measurable terms. If appropriate, there is a succinct description of the proposed project outcome(s) and accomplishments, including the overall goal(s) and specific objectives or ways in which the goal(s) will be met. Review of Literature The review of literature contains evidence that supports the need for the practice or process improvement, practice product development, research study or other approved projects. An important dimension of this will be support of the particular practice change or intervention (if appropriate) used in the doctoral project and rationale for selection of that intervention. The review briefly may also document the validity/reliability of measures to be used and methodology selected. The review is organized topically to describe important literature to support the project. Suggested organization of this “chapter” of the proposal.

1. Restatement of the purpose (brief) and contents of the chapter 2. Literature review by topic


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a. Further descriptive information related to the problem the project will address (often demographics are included here)

b. Discussion and critique of evidence (how much, what type; e.g., systematic reviews and studies) that have included an examination of the same or similar variables/concepts

c. Key points from the research literature that need to be integrated into the project development

d. Rationale explaining the selection of the key points to integrate into program development and evaluation

3. Synthesis of the literature (briefly by topic) that gives the reader a sense of the type of evidence from which findings come, and presentation of the gap(s) in the literature that the project will attempt to address

4. Chapter Summary Methods This written plan (written in the future tense) includes a timeline for activities to be accomplished; this includes who does the activity and where the activities will be done. The plan identifies how ethical standards for conducting research and quality improvement projects have been considered and addressed. For students proposing a product (e.g., policy/procedure, algorithm) or manuscript (tangible result), this section may describe a fairly detailed outline of the product or article content, including what will be included in each section and any tables and figures to be developed. For manuscript, students should review the target journal’s author guidelines to be sure the outline is congruent with the journal style. For students proposing a manuscript (tangible result), the evaluation may include both the take home message from the manuscript or the learner/reader objectives, AND how well the manuscript fits the author guidelines of the selected publication for submission. For students proposing a study, this section will flow from the study purpose and specific aims or research questions. To be included are sample, setting, measures (if using existing data, concepts to be measured and their operationalization, along with documented reliability and validity). All research questions should be answerable with the proposed methods. This section will include the proposed data analysis or plan for statistical consultation. All research questions or aims should be addressed. This section will follow the standard format for a quantitative or qualitative study methods description: Design, sample, measures, procedures, data analysis. For students proposing a practice change (e.g., quality improvement [QI] projects), this section is the methodology and will flow from the project purpose and specific aims/objectives. To be included are descriptions of (a) who/what will be changed by the project, (b) specific action(s) that will occur within a specific time frame at an expected proficiency, (c) the method(s) by which these actions will occur, (d) tangible results from implementation and process, and (e) an evaluation plan. In other words, activities to be accomplished during in the project from start to finish are described. This section gives the practice change a “face.” That is, what practice is to be implemented, and how.


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Practice change projects may use the following headers, as appropriate:

Organizational Setting. Where the project will occur is discussed in terms of the organization, its “type,” size, patient population, etc.

Patient Participation/Selection. Target patients are described. This includes inclusion and exclusion criteria.

Stakeholders Involved. Persons and groups to be involved in the project from start to finish are listed and their roles discussed.

Activities to be Accomplished. Besides the specification of strategies necessary to accomplish project objectives, a written timeline will be included

Resources Needed for Project Completion. Resources to be used in project implementation are listed.

Evaluation Methods. How the project will be evaluated is described.

Helpful resources for this type of project come from two toolkits produced from the Registered Nurses’ Association of Ontario (http://rnao.ca/bpg/resources/toolkit-implementation-best-practice-guidelines-second-edition and http://rnao.ca/bpg/guidelines/resources/sustainability-best-practice-guideline-implementation). G. DOCTORAL PROJECT IRB REQUIREMENTS All Institutional Review Board (IRB) procedures associated with the DNP program shall conform to the policies and requirements of each of the participating Consortium campuses. Human subject approvals and reviews, including where required the review of doctoral projects, shall be administered by the student’s home campus and coordinated by Fullerton. Copies of all IRB approvals associated with the DNP program shall be kept on file at Fullerton. Failure to obtain required IRB approval prior to collection of data on human subjects may disqualify a student from further use of those data. The doctoral project team leader shall advise the student regarding human subjects review requirements and regarding compliance with IRB regulations. H. ADVANCEMENT TO CANDIDACY Advancement to candidacy normally takes place at the end of the first full year in the program. Students may not advance to candidacy if they have grades of I, RP, or below C for any class in the degree program. There are two specific candidacy requirements: successful defense of the written doctoral project proposal and successful passing of the Qualifying Doctoral Assessment.


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I. QUALIFYING DOCTORAL ASSESSMENT The qualifying doctoral assessment is completed by the DNP Project Team and may include DNP Campus Coordinators, the Consortium Director, and other faculty as appropriate. This assessment is linked to the student’s proposal defense. If deficiencies are noted, the student will be notified before progressing in the program. The purpose of the qualifying doctoral assessment is to

Discern the extent to which the student has met program objectives and student learning outcomes thus far;

Evaluate the student’s breadth and depth of knowledge in the area of specialization; Determine the student’s critical thinking ability with respect to synthesizing the content

of courses and constructing meaning from them; Assess the student’s ability to determine how various theories, constructs, and conceptual

frameworks may be applied to solve problems of practice in a specific area of specialization;

Discern the extent to which the student can critically analyze the professional literature (both theoretical and empirical) pertaining to topics in nursing;

Determine the student’s ability to make informed decisions and recommendations for nursing and nursing care using various sources of patient or nursing data, databases, reports, and other quantitative/qualitative sources; and

Evaluate the student’s ability to clearly define and defend a point of view. Students will have a Qualifying Doctoral Assessment upon completion of a successful proposal defense by the end of the first summer (MSN to DNP) or towards the end of their fourth semester of study (BSN to DNP) in the program. Successful advancement to candidacy permits the student to proceed to conduct and complete a final DNP project. Students completing a doctoral project must take NURS 697B and 697C for a total of 6 credits. In the event the student is unable to complete the project in two semesters, the student will enroll in NURS 699 for a minimum of 3 credits of coursework each semester until the project is completed and the final defense of the capstone is approved by the Doctoral Project Team. J. DOCTORAL PROJECT PRESENTATION The student will disseminate the completed doctoral project in a public oral presentation followed by questioning of the Doctoral Project Team. The final project presentation serves as the final oral comprehensive examination for the DNP program. This oral examination serves to determine that the student has met all the requirements of the project and has completed a project reflective of practice doctoral level academic and clinical work. K. DNP FINAL PROJECT PRODUCT The tangible and deliverable DNP doctoral product will be a formal report, meeting the current CSUF graduate program standards for DNP Projects. A copy of the formal project is archived in the CSU library repository.


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L. DOCTORAL PROJECT APPROVAL Evaluation and Scoring Rubrics: Doctoral Project Manuscript and Project Dissemination The Doctoral Project Manuscript and Oral Presentation Evaluation and Scoring Rubrics will be used by Team members; a passing score must be achieved from each member for a successful dissemination. An average score of 80% or above is required for passing (all team members score; an average is taken). Approval of the final doctoral project by the Doctoral Project Team serves as documentation that the student has met all project expectations (including those for the final written manuscript) and is eligible for graduation, once all academic/clinical requirements have been met. Once the final project paper has been approved, the doctoral project team leader and team members will sign the DNP Doctoral Project Approval. The form and completed Oral Presentation Assessments from each Doctoral Project Team member will be filed in the DNP Program Office; the student will receive a copy of the Project Approval form. If a student does not complete a passing project (presentation and paper), the student must correct any deficiencies and meet again with the Doctoral Project Team. Students are allowed to repeat this once. If the student fails a second time, the student is disqualified from the DNP program. Students who do not complete the doctoral project or do not receive final approval of the project before completion of DNP program coursework are required to maintain registration in NURS 699 for a minimum of 3 credits of coursework each semester until approved by the Doctoral Project Team. M. AUTHORSHIP CREDIT AND OTHER ACKNOWLEDGEMENT The DNP Program supports the recommendations established by the International Committee of Medical Journal Editors (ICMJE) regarding the roles and responsibilities of Authors and Contributors in scholarly writing. These recommendations should be followed for all scholarly works, including posters, produced. www.icmje.org/recommendations


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SECTION V: SCHOOL OF NURSING AND UNIVERSITY POLICIES Academic policies are consistent among all three consortium campuses but defer to the CSUF campus as the Administrative Campus. DNP students are expected to adhere to all CSUF University and School of Nursing student and academic policies. Complete text of all CSUF University policies can be found at: http://www.fullerton.edu/senate/publications_policies_resolutions/ups.php A. CSUF STUDENT RELATED POLICIES

UPS# Document Title Effective

Date

300.000 Student Rights and Responsibilities 6-16-2015

300.001 Supporting Students with Disabilities 6-23-2017

300.002 Academic Advising Policy 8-18-2014

300.003 University-wide Student Learning Goals 5-9-2014

300.004 Policy on Course Outlines 12-3-2013

300.005 Final Examinations 6-16-2015

300.010 Policy on Final Grade Reporting 1-30-2013

300.011 Faculty Selection of Instructional Materials 7-6-2016

300.013 Late Add Policy 11-10-2016

300.015 Repetition of Courses 6-16-2015

300.016 Withdrawal Policy 1-15-2016

300.017 Incomplete Authorized (I) and Incomplete Charged (IC) 7-23-2013

300.018 Unauthorized Withdrawal - Issuance of WU Grade 5-11-2012

300.019

Academic Responsibility for Missed Instruction Due to University Sponsored Activity 3-25-2008


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Date

300.020 Grading Practices 8-10-2016

300.021 Academic Dishonesty 6-16-2015

300.022

Assessment of Student Learning at California State University, Fullerton 1-29-2015

300.023 Grade Changes 12-23-2013

300.024 Declaration of Change of Majors and Minors 1-15-2016

300.030 Academic Appeals 6-16-2015

300.031 Academic Appeals Board 4-11-2016

300.035 Recommendation of Degree Candidates by Faculty 6-23-2017

300.040 Academic Standards for Postbaccalaureate Students 8-7-2007

300.041 Graduate Student Learning Goals 5-12-2017

300.050 Recognition of Superior Student Performance 7-23-2013

320.005 Retention of Student Work 8-16-2013

320.020 University Writing Requirements 6-5-2014

330.124 Leaves of Absence for Graduate and Credential Students 5-9-2014

330.163 Culminating Experience Guidelines for Master’s Programs of Master’s Level Degrees 1-29-2015

330.164 Posthumous Degree and Recognition 4-26-2013

330.230 Recording and Transcription of Class Content By Students 5-7-2014

330.231 Policy Regarding the Use of Drugs by Students* 6-16-2015


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Date

330.232

Policy on the Use of Alcoholic Beverages by Students and by Student Organizations 5-12-2017

330.233 Sale of Academic Presentation Materials for Commercial Gain 7-6-2016

370.200 Exclusion of Person(s) from Campus Meetings 10-6-1976

B. CSUF CURRICULUM RELATED POLICIES


Date

400.010 Independent Study 11-8-2006

410.100 Student-to-Student Tutorials 1-29-2015

410.103

Curriculum Guidelines and Procedures: Academic Programs 5-12-2017

410.106 Academic Standards for Graduate Degree Students 7-23-2013

410.113 Guidelines for the Structure of Joint Degree Programs 2-18-2005

410.115 Academic Credit Certificate Programs 6-16-2015

410.170

Doctoral Programs 3-23-2017

410.200 Program Performance Review Policy 7-11-2011

411.100

Curriculum Guidelines and Procedures: Courses 5-12-2017

411.104 Policy on Online Instruction 1-17-2014

411.105 Support Courses 1-29-2015

411.600 Policy on Service Learning 7-21-2014

411.601 Policy on Academic Internships 3-23-2015


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412.010

Honors Programs 7-6-2016

420.105 Right of Non-Compliance, Risk Activities 4-14-2014

450.200 Policy on Special Sessions 4-8-2015

450.400 Open University Enrollment Policy 4-8-2015

C. CSUF LIBRARY RELATED POLICIES


Date

500.150 Library Circulation Policies 6-16-2015

508.000 Policy on Return or Replacement of Library Materials 8-7-2007

D. CSUF RESEARCH RELATED POLICIES


Date

610.000 Conflict of Interest Policy for Externally Funded Proposals 4-21-2014

620.000 Protection of Human Participants [formerly UPS 420.103] 4-26-2013

630.000

Policy to Investigate Instances of Possible Research Misconduct 6-20-2011

E. PETITION POLICIES Any nursing major who requests a waiver of any Southern California CSU DNP Consortium or School of Nursing policy must submit a petition to the DNP Director. Materials submitted will be considered at the next committee meeting. Include supporting documentation with the petition. The student may be requested to submit additional information before a final decision is reached. The decision is based on the majority vote of the committee membership. Petition forms are available in the CSUF School of Nursing Office. F. COURSE/FACULTY EVALUATION PROCESS At the end of each semester students will be asked to evaluate both the courses and the faculty instructor(s). Students will complete standardized forms from both the University and the School of Nursing in the last few weeks of the course. Responses are anonymous. Instructors will not


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receive the results until after grades have been submitted for the semester. Constructive evaluation is valuable in modifying course content and instructor teaching methods. Faculty evaluations are utilized in the personnel review process for retention, promotion, and tenure. G. DNP STUDENT PARTICIPATION IN CONSORTIUM COMMITTEES In an effort to elicit the widest feedback possible and with consideration for the time commitment required of a traditional student representative, the DNP Program Coordinators and Director will host student program evaluation sessions at least once per semester. In lieu of appointing one student representative, all DNP students will be invited and encouraged to attend these evaluation sessions to provide both confidential written feedback and engage in open dialog with the DNP Program Coordinators. DNP students are invited to provide input, suggestions, concerns about program issues to be discussed via written or in-person communication. Summative and formative feedback from post-MSN and CRNA cohorts are solicited each semester. H. CONTINUING EDUCATION REQUIREMENTS State Boards of Nursing consider academic studies as one form of continuing education. In California, each theory hour of a course is accepted as one hour of continuing education. So, one 3-unit course, which equals 45 contact hours per semester, more than fulfills the state requirements since a registered nurse only needs 30 contact hours for re-licensure. These hours must, however, be accumulated within two years prior to license renewal. Since the CSUF SON has a BRN provider number (13309), any academic course on this campus, as long as it shows evidence of increasing your competency and knowledge in relationship to your area of practice, is accepted by the California Board of Registered Nursing. I. IMPAIRED STUDENT POLICY The School of Nursing faculty members follow the guidelines established by the Board of Registered Nursing related to Impaired Nursing Students:

BOARD OF REGISTERED NURSING

IMPAIRED NURSING STUDENT GUIDELINES FOR SCHOOLS OF NURSING IN DEALING WITH THE MATTER OF NURSING STUDENTS IMPAIRED BY ALCOHOLISM, DRUG ABUSE, AND EMOTIONAL ILLNESS.

In the matter of nursing students impaired by alcoholism, drug abuse and emotional illness, the California Board of Registered Nursing recognizes that:

a. These are diseases and should be treated as such; b. Personal and health problems involving these diseases can affect one's academic and

clinical performance and that the impaired nursing student is a danger to self and a grave danger to the patients in his or her care;


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c. Nursing students who develop these diseases can be helped to recover; d. It is the responsibility of the nursing student to voluntarily seek diagnosis and treatment

for any suspected illness; e. Confidential handling of the diagnosis and treatment of these diseases is essential.

Therefore, the Board of Registered Nursing expects schools of nursing with students impaired by these diseases to offer appropriate assistance, either directly or by referral. Furthermore, the Board expects that schools of nursing will ensure that instructors have the responsibility and authority to take immediate corrective action with regard to the student's conduct and performance in the clinical setting. It is outside of the Board's scope of function to endorse or recommend a particular course of therapy; however, it does wish to inform nursing students of the importance of seeking voluntary aid for conditions that could, if left unattended, lead to disciplinary action and may prevent them from being licensed [or losing their license] to practice nursing in the State of California. As a preventive measure, schools of nursing are asked to provide factual material to incoming students regarding school policy on drug or alcohol abuse and mental illness among nursing students.

BOARD APPROVED 11/84 ---- EDP-B-03 Concern of Faculty The nursing faculty members are committed to facilitating the success of the nursing student and will make every effort to assist in maintaining optimal health in order to safely achieve academic and clinical performance objectives. Impaired health status, which includes physical problems, mental/emotional problems, and drug and alcohol use/abuse, affects academic and clinical performance. Substances that may impair student performance include legal drugs (prescription and over-the-counter), illegal drugs, alcohol, and other chemicals. The impaired nursing student is a danger to self and to others in his/her care. The nursing faculty members, out of concern for the impaired student, have developed the following policy, which is consistent with the Board of Registered Nursing Guidelines of 11/84. Confidentiality will be strictly maintained at all times. Policy

A student who, in the opinion of the instructor, is exhibiting impaired behaviors will be removed from any classroom or clinical setting.

It is in violation of law and of university regulations to obtain, possess, prescribe, administer to self or to another person any controlled substance or patient medications not prescribed by the physician.

It is in violation of law and of university regulations to falsify, alter, or misuse records for controlled substances.


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1. Assessment The student shall be removed from the classroom or clinical setting when the student's behaviors and performance pose a danger to the safety and well-being of self or others. These behaviors may include:

physical impairment impaired judgment mental or emotional impairment physical impairment disruptive actions inconsistent behavior patterns

2. Procedure

When a student, in the instructor's opinion, is exhibiting any of the above behaviors, the following actions will be taken:

The student shall be removed from the classroom or other setting. The instructor shall immediately report the incident to the Director of the School of

Nursing and the Director of the DNP Program. The student shall either immediately report to the Director of the School of Nursing for

investigation pursuant to university regulations or if the student’s behavior is such that it is believed that the student poses an imminent danger of physical harm to self or others the student will be escorted to a safe supervised setting and an appropriate psychiatric response team called to evaluate the student immediately.

If immediate evaluation is not required, the student shall be referred for further professional assessment. The student shall be given a referral form indicating the impaired behaviors, which led to the classroom or clinical exclusion. This form must be signed by a healthcare professional, indicating clearance, and returned to the instructor before the student may be readmitted to the nursing classroom or clinical setting.

The professional assessment shall be performed by someone other than a member of the California State University, Fullerton faculty.

The instructor shall call the student's emergency contact person for transport from the campus if, in the instructor's judgment, the student is not capable of driving safely.

3. Dismissal

If the student is believed to be impaired and refuses to submit to further professional assessment, the student is considered to be unsafe to be in clinical practicum due to potential risk to clients. Since clinical practicum is an essential part of the curriculum, the student will be disqualified from the DNP Program. The student may also be subject to suspension or expulsion from other university programs in accordance with the university rules and regulations. If the student submits to further professional assessment and is found to be impaired, and cannot be allowed to return to a clinical setting or the classroom for a significant amount of time, the student will be disqualified from the Nursing Program and required to provide proof of having received professional treatment and adequate recovery prior to re-entry.


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4. Readmission After a minimum period of six months from the time of dismissal, the student may petition for readmission to the Nursing Program. The requirements for readmission are:

The student shall submit a petition to the Director of the DNP Program The student shall provide proof of active participation in a recognized treatment program

on a regular basis, and evidence of rehabilitation and/or recovery at the time of petition for re-entry

The student may be required to participate in on-going rehabilitation treatment as a condition of readmission

If admitted to the Nursing Program and required to participate in on-going rehabilitation treatment, the student shall provide evidence of such continued rehabilitation treatment on a schedule as determined the Director of the DNP Program

Failure to submit evidence of on-going rehabilitation treatment will result in permanent dismissal from the DNP Program

Readmission is on a space-available basis A second documented incident of impaired behavior will result in permanent dismissal from the DNP Program.


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SECTION VI. APPENDICES

Appendix A Title 5 Requirements for the DNP

Appendix B Sample DNP Project Timeline

Appendix C Sample DNP Project Content Sections

Appendix D DNP Project Proposal Rating Tool

Appendix E DNP Final Project Rating Tool

Appendix F DNP Program Checklist

Appendix G Technology Tools Available to you at CSUF

Appendix H ANA Code of Ethics

Appendix I Resource Information

Appendix J

DNP Student Handbook Acknowledgement Form


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Appendix A: Title 5 Requirements for the DNP

Title 5, California Code of Regulations specifies that the doctoral project is required for completion of the DNP. The following requirements are stipulated in Title 5, § 40513 The Doctor of Nursing Practice Degree [emphasis added]:

The doctoral project shall be the written product of systematic, rigorous evidence-based endeavor focused on a significant advanced nursing practice issue. The doctoral project is expected to contribute to an improvement in professional practices or policy. It shall evidence originality, critical and independent thinking, appropriate form and organization, and a rationale.

The doctoral project shall reflect a command of the research literature and shall

demonstrate student mastery of evidence-based practice at the doctoral level.

The written component of this project shall be organized in an appropriate form and shall identify the research problem and question(s), state the major theoretical perspectives, explain the significance of the undertaking, relate it to the relevant scholarly and professional literature, identify the methods of gathering and analyzing the data, and offer a conclusion or recommendation.

No more than 12 semester units (18 quarter units) shall be allowed for the doctoral

project.

An oral presentation of the doctoral project shall be required.


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Appendix B: Sample DNP Project Timelines

Post Master’s Project Timeline and Faculty Responsibilities Fall Year 1 Students begin collecting literature in project area and have discussions with faculty and employer about feasibility and practicality issues with their project topic. Spring Year 1 DNP Project Leader (NURS 697A) Proposal Writing Faculty (NURS 695)

• Team Leader guides student in selection and refinement of project topic

• Helps student select appropriate model and methods

• Provides regular feedback to both student and NURS 695 faculty

• Determines if 695 proposal is ready for defense

• Faculty guides student in development of the doctoral proposal

Scholarly writing Setting intermediate deadlines Spring deadline for proposal

• Provides regular feedback to both student and DNP Project Leader

• Team Leader is final arbiter for content and methods (NURS 697A = 22.5 hours of student meetings, review of work, and facilitation of project activities)

• NURS 695 Faculty keeps student on course (regular course meetings and assignments) • Both are responsible for regular communication with student and each other • Proposal Defense occurs after completion of 695 • Project idea is embedded in practice setting Fall Year 2 • Team Leader (NURS 697B = approximately 45 hours of student meetings, review of

work, and facilitation of project activities) • Institutional Review Board (IRB) if needed, from clinical site and appropriate university • Implementation of Project • Background and Methods sections of paper are written • Regular meetings with student to keep student on track and deal with barriers Spring Year 2 • Team Leader (NURS 697C = approximately 45 hours of student meetings, review of work

and facilitation of dissemination activities) • Student completion and evaluation of project • Completion of project paper and submit for approval in April • Completion of project poster and PowerPoint • Dissemination activities in April


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Nurse Anesthesia Project Timeline and Faculty Responsibilities Fall Year 2 DNP Project Leader (NURS 697A) Proposal Writing Faculty (NURS 695)

• Team Leader guides student in selection and refinement of project topic

• Helps student select appropriate model and methods

• Provides regular feedback to both student and NURS 695 faculty

• Determines if 695 proposal is ready for defense

• Faculty guides student in development of the doctoral proposal

Scholarly writing Setting intermediate deadlines Spring deadline for proposal

• Provides regular feedback to both student and DNP Project Leader

• Team Leader is final arbiter for content and methods (NURS 697A = 22.5 hours of student meetings, review of work, and facilitation of project activities)

• NURS 695 Faculty keeps student on course (regular course meetings and assignments) • Both are responsible for regular communication with student and each other • Proposal Defense occurs late fall or early spring • Project idea is embedded in practice setting Spring Year 2 • Team Leader (NURS 697B = approximately 45 hours of student meetings, review of

work, and facilitation of project activities) • Institutional Review Board (IRB) if needed • Implementation of Project—embedded in practice setting • Regular meetings with student to keep student on track and deal with barriers Fall Year 3 • Team Leader (NURS 697C = approximately 45 hours of student meetings, review of work

and facilitation of dissemination activities) • Student completion and evaluation of project—embedded in practice setting • Completion of project paper and submit for approval in November • Completion of project poster and PowerPoint • Dissemination activities in December


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Appendix C: Sample DNP Project Content Sections While individual DNP projects may vary, most will have the following content sections, but the order and specific content may not be identical for all projects. Students should consult the project team leader. The following guidance is intended as information only and should not be considered a template. More specific guidelines are included for the pre-implementation components of the document in the proposal writing class NURS 695. Formatting requirements are contained in the DNP Project Template, which can be found in TITANium Community. The initial proposal for the project is reviewed and updated to accurately document the work that was accomplished. The tenses in the final paper need to be congruent with what actually occurred. Work completed is discussed in the past tense and work yet to be accomplished is discussed in the future tense.

BACKGROUND Needs Assessment or Problem Statement (student must choose) This section contains an objective discussion of the specific situation, opportunity, problem, issue, or need that the proposal addresses. It also includes a brief description of the community/setting. The problem description is supported with research findings or local evidence to justify the problem and the need to resolve it. The case is made clearly and concisely that a relevant, compelling problem or need exists within a particular context. The discussion includes a description of the target population and the definition of the problem to be addressed in that population. This section ends with a single sentence statement of the problem to be addressed. Supporting Framework When the project involves a practice change, the underlying change framework is briefly described and applied to the project. For other projects, the conceptual model or theory is identified and described as appropriate to the project. This section will include support from nursing and other appropriate theories which frame the project or any intervention/practice change; several theories may be integrated in order to adequately describe the framework. Project Goals/Objectives OR Study Purpose/Research Question(s) (Student must choose) In this section, the outcome (s) of the project is/are described in measurable terms. This section includes a succinct description of the proposed project outcome(s) and accomplishments, including the overall goal(s) and specific objectives or ways in the goal(s) were met. The program goals and objectives should include:

Minimum of one goal for each problem or need in the problem or statement. Description of whom/what were to be changed by the project. Performance--action(s) or strategies to be undertaken during the project. Process--planned method(s) by which the actions or strategies occurred. Product(s)--tangible results expected from the project.


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In the case of a research study, the overarching study purpose is stated followed by the research questions to be answered in the project.

REVIEW OF LITERATURE Topical Literature Synthesis with Abbreviated Table of Evidence for Each Topic. The review of literature contains evidence that supports the need for the practice or process improvement or research study. An important dimension of this section is to provide evidence that the proposed intervention (if appropriate) works. The literature review also includes rationale for selecting the proposed intervention. The review documents the validity/reliability of measures to be used and methodology selected. Pagination of the chapters will continue from Chapter 1 through Chapter 5. Each topic will have a Level 1 APA heading. Tables of evidence are not included in your final doctoral project unless specified by your Team Lead. If included, the tables of evidence can be housed in appendices at the end of the paper (see Appendices A and B) and can be single-spaced and in 10-point font to save space. They should be cited for the reader to know about them, as in the preceding sentence. They can also be cited by something like this: Appendix B includes a table that summarizes the evidence found on the concept.

METHODS [For research studies and many evidence-based practice projects, this section will follow the standard format for a quantitative or qualitative study methods description: Design, sample, measures, procedures, data analysis.] Ethical Considerations This section should include two or more sentences describing how ethical standards for conducting research and quality improvement projects have been considered and addressed. Project Implementation This section includes a clear description and explanation of project scope and activities. The implementation of the project should be described in such detail that a reader could adequately replicate the methods. Collection of all data used in the project is described in detail. Procedures used for project evaluation or data analyses are described. The process used to achieve the project outcome(s) is described in a rational, direct, chronological way. This includes actions that assisted in accomplishing the objectives, including who carried out the activities, the measured impact of activities; and a time frame for the entire project. When project activities are incomplete, that needs to be stated with a projection on when completion may occur.


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Sequence of Activities The activities accomplished and planned are delineated and described. Timeline of Activities In this section, stepwise description of all activities/steps undertaken to complete the projects. This section gives the practice change a “face.” That is, what activities were done to make a practice change happen and when those occurred. The description is in enough detail that another nurse could replicate the practice change in a different setting. Framing this in a timeline gives a sense of how long each phase of the practice change implementation took to accomplish. The timeline also includes when processes (e.g., compliance of staff) or outcomes (e.g., patient variables) were assessed. Organizational Setting Setting refers to the place/organization where the project took place. This includes a few sentences describing the organization, its “type,” size, patient population, etc. Stakeholders Involved In this section, persons involved in the project from start to finish are listed and their roles discussed. Groups that were involved are described. That is, if approvals were sought and achieved, the involvement of the specific approval body is discussed. For example, in order to change a policy on administration of a drug in the peri-anesthesia recovery room, the approval of the Pharmacy and Therapeutics Committee was elicited (specify when) and obtained (when). Patient/Participant Selection Target population is described. This includes inclusion and exclusion criteria, both planned and actual. Proposed number and actual number of participants is discussed. Procedures used to engage participants are described in detail. Any problems encountered with patient selection are discussed, along with methods used to ensure patient safety and integrity of any practice changes implemented. Resources Used for Project Completion Resources required for the project completion are listed and discussed. Resources include people, equipment, money, and other means of accomplishing project aims. Again, the intent here is to lay out what was required to get the project done. Discussion should include barriers and facilitators to resource acquisition and use. For example, if a project were delayed due to inadequate personnel during a specific time, this should be thoroughly discussed. Or if the receipt of sample items from a pharmaceutical company allowed a project to proceed, and enabled evaluation of the sample items, this would be discussed.


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Evaluation This section provides description of how project goals were evaluated. Specific measures used are described in detail, along with how changes in each were analyzed or described. This section gets to the deliverables of the practice change, and how they were evaluated, not the actual outcomes. This would be the final sentence of this chapter.

RESULTS or OUTCOMES (Student must choose) Results of the project are described in the contest of project goals and objectives or study purpose and research questions. Headers are used as appropriate (e.g., topical headers from Chapter 2 may be used). Especially helpful will be graphs (considered figures) and tables that show patterns of trends in outcome measures, as statistical significance may not be the desired outcome. Narrative data are described as appropriate. This chapter should give a temporal sense for key phases in project implementation, as this aids evaluation of feasibility of replication. Results for each project objective must be included. This allows determination of to what extent the objective was achieved. For each objective, the key facilitators that made the objective achievable and the key barriers are described. A section that describes unintended consequences, both positive and negative, is included. For research studies, findings for each research question are given. Any secondary findings are also described.

DISCUSSION The project results are discussed within the context of the clinical setting, the supporting framework, and findings from the literature. New literature that has been published since the literature review is also discussed. This chapter gives a sense of the importance of the project findings, the feasibility of repeating the intervention with similar patient population or with different samples, and the significance of the project to the specialty nursing practice area. Evaluation of the project is evident in this chapter. Specific recommendations are delineated for the site where the project was conducted. A discussion of how the project activities should be continued, reduced, phased out, or expanded is included. A description of any ongoing or planned evaluations for phases outside the scope of the doctoral project is given. Recommendations are placed within the framework of the organization’s strategic plan and include discussion of who needs to be involved in or responsible for future phases. Finally, recommendations are discussed regarding the possible application of project findings in other settings, along with implications for future practice initiatives, educational programs, and research studies. For research studies, implications for nursing practice, education, and research are discussed.


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Appendix D: DNP Doctoral Project Proposal Defense Rating Tool Provided for information only. Complete form is available separately.

Written Component of the DNP Project

1. Background (10) Score Does not meet expectations (< 8 pts.) Meets Expectations (8‐8.9) Exceeds Expectations (9‐10)

___ / 10

No reference is made to the problem examined. There is insufficient evidence to believe that the problem identified is significant to nursing and worthy of a doctoral project effort. The purpose is not clearly presented.

Introduces a specific problem to be addressed that has relevance to nursing and has adequately defined the issue. Clearly states the project purpose. The background section describes the evidence/argument for doing the project. Minor suggestions (additions) are presented by the team.

The problem is introduced in detail and solid groundwork is laid as to the direction of the project. The project purpose is clearly stated, and the evidence/argument describing the need for addressing the problem is compelling. The candidate poses relevant ideas to examine.

2. Literature Review (15) Score Does not meet expectations (< 12 pts.) Meets Expectations (12‐13.4) Exceeds Expectations (13.5‐15)

___ / 15

There is an insufficient or a confusing literature review or plan to complete the literature review. Key evidence related to the project topic has not been included or have been inadequately incorporated in the review or planned review.

The literature review is clear, significant, and accurate and contains foundational studies. Several suggestions for the inclusion of additional studies or about the written literature review are made by the team and are not considered significant omissions.

The literature review is clear, significant, and accurate providing substantial support for the project. If the literature review is incomplete, a clear plan for its completion is given. Only 1‐2 additional studies/study areas or changes suggested for the written literature review are made by the team.

3. Supporting Framework (5) Score Does not meet expectations (< 4 pts.) Meets Expectations (4‐ 4.4) Exceeds Expectations (4.5 – 5)

___ / 5

No reference is made to the supporting framework or the framework is incongruent/not useful for the proposed project. The framework/model/theory is not clearly presented. There is insufficient evidence to believe that project has will be based on a conceptual model or theory or supporting framework.

Documentation is given for support from nursing and other appropriate conceptual models/frameworks or theories to frame the project or planned intervention. When a practice change is anticipated, the underlying change framework is identified with appropriate application to the project. The framework is described; its utility to the project is mentioned. Any visual models are congruent with the written explanation of the project framework/model. Minor suggestions (additions) are presented by the team.

Strong documentation is given for support from nursing and other appropriate conceptual models/frameworks or theories to frame the project or planned intervention. Several models or theories may be integrated or used. When a practice change is anticipated, the underlying change framework is clearly described with appropriate application to the project. The framework is clearly discussed such that its utility to the project is compelling. Any visual models are congruent with the written explanation of the project framework/model.

4. Methodology (20) – Includes Plan, Participants/Setting, Procedures Carried Out, and Results/Project Product as Appropriate. Note that not all areas apply to every project.

Score

Does not meet expectations (< 16 pts.) Meets Expectations (16 –17.9) Exceeds Expectations (18‐20)

___ / 20

Plan/Design: The plan is not appropriately documented based on the project purpose or evidence reviewed, OR the plan presents ethical concerns.

Design: There is need for minor adjustments in the written coverage of the project plan.

Design: The plan is appropriate based on the project purpose, the evidence reviewed, and ethical considerations. A clear justification for the plan was given. No adjustments are identified.

Participants/Setting: It is not obvious who served as participants in this project or the population/setting they represent. There may be ethical issues related to their selection that was not addressed OR IRB approval has not been adequately addressed.

Participants/ Setting: Adequate information was provided, but there is need for minor adjustments in description of the sample/setting or plan for IRB approval. There are no potential ethical violations related to human.

Participants/ Setting: The number of participants, their selection/recruitment, and the setting from which they come are identified in detail. There are no adjustments needed in sampling criteria. Plans for IRB approval are clear, appropriate to the project topic, and feasible.

Procedures: Procedures description is too limited to identify whether the project will be successful. Key procedural issues have not been taken into consideration.

Procedures: Procedures discussion does an adequate job in explaining how the project will be carried out. Suggestions for improved procedural description are noted by the team but are not considered significant omissions.

Procedures: Procedures for project implementation are clear, straightforward. All key steps related to the project are identified and carefully described. Enough information is provided to follow each step for evaluation.

Evaluation Plan: If data are analyzed, no discussion is included as to the type of analysis that will be used or the analysis is inappropriate. Evaluation plan write‐up insufficient for project scope.

Evaluation Plan: Techniques used to analyze the data or evaluate project success requires minor modification. A few minor suggestions are made relative to the evaluation plan.

Evaluation Plan: Evaluation of all research questions or project aims is addressed. If used, data analysis is justified and appropriate for project data or a plan for analysis consultation is described. For students proposing a manuscript or other project product, this may include the take home


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message from the manuscript or the learner/user objectives.

5. Clarity of Writing (10) Score Does not meet expectations (< 8 pts.) Meets Expectations (8 – 8.9) Exceeds Expectations (9‐10)

___ / 10

Writing is unclear and it is difficult to try to determine what the writer is trying to express. Organization of the proposal is poor OR formatting is inappropriate throughout for final project paper requirements. Misspelled words, incorrect grammar or punctuation are evident.

Writing is generally clear. There may be some minor editing needs. Ideas and concepts are presented clearly and demonstrate connection of the flow of information. Reflects a scholarly written presentation. There are no major grammar, syntax or style errors. A minority of sections of the proposal are less than well‐organized OR formatted less than appropriately.

Writing is crisp, clear, and succinct. The document reflects a sophisticated scholarly manuscript. All sections of the proposal are well organized and formatted appropriately.

6. References and Citations (5) Score Does not meet expectations (< 4 pts.) Meets Expectations (4‐ 4.4) Exceeds Expectations (4.5 – 5)

___ / 5

Citations/references are missing or are done incorrectly.

Appropriate citations/references and specific credit are given to earlier works. Citations and references presented are for works pertinent to this project and not works of tangential or general significance. A few minor errors identified.

Citations/references are accurate, specific, and appropriate. No errors found in formatting.

TOTAL points on WRITTEN component (65) ___ / 65

Presentation Component of the DNP Project

7. Oral Presentation (15) Score Does not meet expectations (< 12 pts.) Meets Expectations (12‐13.4) Exceeds Expectations (13.5‐15)

___ / 15

Disorganization in the presentation is apparent. Waits for questions/prompts from others. Limited or no advance preparation for defense. Does not take initiative in the presentation.

. Presents a brief synthesis of the project. Presentation organized, easy to follow, and of appropriate length. Evidence of adequate preparation. Takes some part in setting agenda. Listens to input, paces speaking style effectively, and maintains eye contact

Presents in a scholarly manner and addresses complex concepts clearly and thoughtfully. Able to synthesize the project clearly. Well prepared in advance, sets the agenda, clear, articulate in presentation, draws out concerns of others, and listens actively during discussion component of defense.

8. Use of Media (5) Score Does not meet expectations (< 4 pts.) Meets Expectations (4‐ 4.4) Exceeds Expectations (4.5 – 5)

___ / 5 Media or visual aids characterized by misspelled works, incorrect grammar or punctuation, and not reflective of professional standards related to content, style, or format.

Media or visual aids used to enhance presentation and presented in a scholarly manner. Team has a few suggestions for enhancement.

Appropriate and sophisticated use of media and visual aids to enhance presentation. No errors noted as to grammar, spelling, punctuations, or format.

9. Command of DNP Essentials (15) – Response to questions Score Does not meet expectations (< 12 pts.) Meets Expectations (12 – 13.4) Exceeds Expectations (13.5‐15)

___ / 15

Unable to respond to questions about DNP essentials or responds with inadequate scholarly content.

Responds to questions on DNP essentials and demonstrates command of the DNP essentials and their scholarly basis in current evidence.

Demonstrates sophisticated command of DNP essentials and their use in providing patient care and leadership within health systems. Able to synthesize core concepts and scholarly evidence in response to questions.

TOTAL points on PRESENTATION component (35) ___ / 35


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Appendix E: DNP Doctoral FINAL Project Rating Tool Provided for information only. Complete form is available separately.

Written Component of the DNP Project: 70 pts possible

1. Background (5) Score Does not meet expectations (< 4 pts) Meets Expectations (4‐ 4.4) Exceeds Expectations (4.5 – 5)

___ / 5

No reference is made to the problem examined. There is insufficient evidence to believe that the problem identified is significant to nursing and worthy of a doctoral project effort. The purpose or objectives are not clearly presented.

Introduces a specific problem to be addressed that has relevance to nursing and has adequately defined the issue. States the project purpose and objectives. The background section describes the evidence/argument for doing the project. Minor suggestions are presented by the committee.

The problem is introduced in detail and solid groundwork is laid as to the direction of the project. The project purpose and objectives are clearly stated, and the evidence/argument describing the need for addressing the problem is compelling. The candidate poses relevant ideas to examine.

Comments:

2. Literature Review (10) Score Does not meet expectations (< 8 pts) Meets Expectations (8 – 8.9) Exceeds Expectations (9 ‐ 10)

__ / 10

There is an insufficient or a confusing literature review. Key studies/evidence related to the project topic have not been included or have been inadequately incorporated.

The literature review is clear, significant, and accurate and contains foundational studies. Tables of evidence show appropriate analysis of sources of empirical evidence. Suggestions for the inclusion of additional studies or about the written literature review are made by the committee, and are not considered significant omissions.

The literature review is clear, significant, and accurate providing substantial support for the project. Tables of evidence show appropriate analysis of sources of empirical evidence. Only 1‐2 additional studies or changes suggested for the written literature review are made by the committee.

Comments:

3. Methodology (10) – Includes Plan, Participants/Setting, Procedures Carried Out, and Results/Project Product as Appropriate. Note that not all areas apply to every project.

Score

Does not meet expectations (< 8 pts) Meets Expectations (8 – 8.9) Exceeds Expectations (9 ‐ 10)

___ / 10

Plan: The plan is not appropriately documented based on the project purpose or evidence reviewed, OR the plan presents ethical concerns.

Design: There is need for minor adjustments in the written coverage of the project plan.

Design: The plan is appropriate based on the project purpose, the evidence reviewed, and ethical considerations. A clear justification for the plan was given. No adjustments are identified.

Participants/Setting: It is not obvious who served as participants in this project or the population/setting they represent. There may be ethical issues related to their selection that was not addressed OR IRB approval was not correctly obtained.

Participants/ Setting: Adequate information was provided, but there is need for minor adjustments in description of the sample/setting. There are no potential ethical violations related to human. IRB approval was obtained, as needed, and documented.

Participants/ Setting: The number of participants, their selection/recruitment, and the setting from which they come are identified in detail. There are no adjustments needed in sampling criteria. IRB approval was obtained, as needed, and documented.

Procedures: Procedures description is too limited to identify whether the project was successful. Key procedural issues have not been taken into consideration.

Procedures: Procedures discussion does an adequate job in explaining how the project was carried out. Suggestions for improved procedural description are suggested by the committee but are not considered significant omissions.

Procedures: Procedures for project implementation are clear, straightforward. All key steps related to the project are identified and carefully described. Enough information is provided to follow each step for replication.

Evaluation: If data is analyzed, no discussion is included as to the type of analysis that was used or the analysis is inappropriate. Evaluation write‐up insufficient for project scope.

Evaluation: Write up of project evaluation requires minor modification. A few minor suggestions are made relative to the evaluation plan.

Evaluation: Evaluation of all project aims is addressed. If used, data analysis is justified and appropriate for project data. For students proposing a manuscript or other project product, this may include the take home message from the manuscript or the learner/user objectives.

Comments:

4. Project Product/Results (15) – That is: Results of Evaluation or Data Analysis, Educational Presentation, Policy, Procedure or Algorithm, or Manuscript

Score

Does not meet expectations (< 12 pts) Meets Expectations (12‐13.4) Exceeds Expectations (13.5‐15)

___ / 15 Project product/results insufficiently or inappropriately described.

Minor suggestions made relative to project product description/presentation.

Presents detailed description/presentation of project product such that committee understands outcome/results.

Comments:

5. Discussion and Implications for Practice/Recommendations (15) Score Does not meet expectations (< 12 pts) Meets Expectations (12‐13.4) Exceeds Expectations (13.5‐15)


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Discussion is incomplete or neither well developed nor detailed. Sections are not well woven together or severely limited in scope.

Discussion is well developed and detailed with insight. Sections are adequately woven together demonstrating a logical relationship between them. Minor modifications/additions suggested by committee members.

Discussion congruent with results, incorporating current literature; is extensively developed and detailed with an impressively high degree of insight. Sections are skillfully woven together demonstrating a clear, obvious, and logical relationship between them.

___ / 15

Comments:

7. Clarity of Writing (10) Score Does not meet expectations (< 8 pts) Meets Expectations (8– 8.9) Exceeds Expectations (9 ‐ 10)

___ / 10

Writing is unclear and it is difficult to try to determine what the writer is trying to express. Misspelled words, incorrect grammar or punctuation are evident. Formatting inappropriate for final project paper requirements.

Writing is generally clear. There may be some minor editing needs. Ideas and concepts are presented clearly and demonstrate connection of the flow of information. Reflects a scholarly written presentation. There are no major grammar, syntax or style errors.

Writing is crisp, clear, and succinct. The document reflects a sophisticated scholarly manuscript. There are no substantial problems in formatting of the document.

Comments:

8. References and Citations (5) Score Does not meet expectations (< 4 pts) Meets Expectations (4‐ 4.4) Exceeds Expectations (4.5 – 5)

___ / 5

Citations/references are missing or are done incorrectly.

Appropriate citations/references and specific credit are given to earlier works. Citations and references presented are for works pertinent to this project and not works of tangential or general significance. A few minor errors identified.

Citations/references are accurate, specific, and appropriate. No omissions or errors found in formatting.

Comments:

TOTAL points on WRITTEN component (70) ___ / 70

Presentation Component of the DNP Project

9. Oral Presentation (15) Score Does not meet expectations (< 12 pts) Meets Expectations (12‐13.4) Exceeds Expectations (13.5‐15)

___ / 15

Limited or no advance preparation for defense. Does not take initiative in the presentation. Waits for questions/prompts from others. Disorganization is apparent.

Evidence of adequate preparation. Takes some part in setting agenda. Listens to input, paces speaking style effectively, and maintains eye contact. Presents a brief synthesis of the project. Presentation organized, easy to follow, and of appropriate length.

Well prepared, sets the agenda, clear, articulate in presentation, draws out concerns of others, and listens actively. Presents in a scholarly manner and addresses complex concepts clearly and thoughtfully. Able to synthesize the project clearly.

Comments:

10. Use of Media (5) Score Does not meet expectations (< 4 pts) Meets Expectations (4‐ 4.4) Exceeds Expectations (4.5 – 5)

___ / 5

Media or visual aids characterized by misspelled works, incorrect grammar or punctuation, and not reflective of professional standards related to content, style, or format.

Media or visual aids used to enhance presentation and presented in a scholarly manner. Committee has a few suggestions for enhancement.

Appropriate and sophisticated use of media and visual aids to enhance presentation. No errors noted as to grammar, spelling, punctuations, or format.

Comments:

11. Command of DNP Essentials (10) – Response to questions Score Does not meet expectations (< 8 pts) Meets Expectations (8 – 8.9) Exceeds Expectations (9 ‐ 10)

___ / 10

Unable to respond to questions about DNP Essentials or responds with inadequate scholarly content.

Responds to questions on DNP Essentials and demonstrates command of the DNP essentials and their scholarly basis in current evidence.

Demonstrates sophisticated command of DNP Essentials and their use in providing patient care and leadership within health systems. Able to synthesize core concepts and scholarly evidence in response to questions.

Comments:

TOTAL points on PRESENTATION component (30) ___ / 30 Tool adapted from rubrics of SDSU, Bowling Green University


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Appendix F: DNP Program Checklist [Application] 1. _____ Apply for admission 2. _____ Consult with School of Nursing for advisement 3. _____ Provide appropriate documents/materials as required 4. _____ Read the DNP Student Handbook [Receive notification of admission from Admissions Office] 1. _____ Complete any course prerequisites and/or remove deficiencies if needed 2. _____ Consult advisor regarding official study plan. Retain a copy of approved plan. 3. _____ Application for classified standing is submitted by the program office on your

behalf. You receive a copy. 4. _____ Request study plan changes or exceptions prior to beginning the program. 5. _____ Successfully complete all required “DNP Pre-Program” activities. [DNP Program] 1. _____ Complete course requirements 2. _____ Complete doctoral project following university and program guidelines 3. _____ Obtain final approval from doctoral project team 4. _____ Complete all general and specific requirements, other than final course

examinations, by the last day of classes [Graduation Preparation] 1. _____ Apply for graduation check and advancement to candidacy by the deadline

http://records.fullerton.edu/academics/graduation.php 2. _____ Obtain approval of final project by DNP 4. _____ Deposit approved copy of doctoral project in the campus bookstore for binding

(optional) 5. _____ Make appropriate arrangements for cap, gown and hood rental in the campus

bookstore. [Final verification of completion of requirements sent by the GSO to the registrar] [Receive notification of award of degree from registrar approximately 8 weeks after the end of semester. [Receive diploma in October]


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Appendix G: Technological Tools Available to You at CSUF CSUF Campus wide Services The California State University, Fullerton main website is www.fullerton.edu. From this site you can access information about the University and enter the Student Portal. To enter the Portal, you must have an ID and password. Your ID is assigned by Admissions and Records and you also receive an initial PIN to use as a password upon completion of the university application. Registration Information Only admitted students can register for courses. http://records.fullerton.edu/registration/registration.php School of Nursing Resources The School of Nursing also maintains a website where information about the programs, admission requirements, scholarship information, and forms for download are located. You can access the Nursing website at http://nursing.fullerton.edu. TITANium/Canvas Course Information Most courses have an online component through TITANium or Canvas (accessible through the campus portal) where you can access course information, submit assignments, review grades, etc. TITANium Support: http://titaniumhelp.fullerton.edu/m/StudentSelf-HelpGuide Canvas Support: https://www.fullerton.edu/it/events_projects/lms_project/student_resources.php General Computer Guidelines and Technology Requirements For technology requirements and updates refer to the School of Nursing website. Necessary Computer Skills At a minimum, DNP students are expected to have the following computer skills:

Word processing in Microsoft Word (all related skills) Power Point (beginning skills) Microsoft Excel (beginning skills) Upload and download files from the Internet and email Use the CSUF library online Manage browser settings Search the Internet Send and receive email

Electronic Mail Electronic mail and computer files are considered private to the fullest extent permitted by law. Individuals should not be unwittingly exposed to offensive material by the deliberate and knowing acts of others. Sending and/or forwarding chain emails is prohibited by the School of Nursing. General Email Guidelines:


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1. Never assume your email is private. Compose emails using professional standards and taking into consideration that the email may be inappropriately circulated.

2. Do not open attachments from people you do not know because they may contain viruses. 3. Keep paragraph short and to the point, use white space to leave breaks between paragraphs 4. Do not use all caps 5. Use a signature with your email address and phone number 6. Use the chain of command when sending email 7. Acronyms can be used to abbreviate when possible, however messages that are filled with

acronyms can be confusing and annoying to the reader. 8. Emoticons can be used. 9. Use spell check. 10. Netiquette is the set of guidelines that is used in online communication. In brief, netiquette

assumes that you will: a. Ask for clarification of postings you do not understand, rather than assuming the

author is trying to start an argument b. Do not say anything in an email or posting that you would not say if the person

was standing in front of you c. Avoid all the usual slang and jargon that is considered offensive in a face-to-face

conversation. d. More information is available at http://albion.com/netiquette

Getting Help with Technical Problems: Expect that you will have occasional or situational technical problems. Here is the general department standard for dealing with computer problems: 1. Attempt the process you are having trouble with two or three times. 2. Call or email your course manager regarding the problem. Make sure to include your first

and last name, the course you are having trouble with, and information about the type of trouble you are having.

3. Give your course manager at least 24 hours to respond before you attempt to contact the course manager or anyone else about the problem you are having.

4. You are expected to have continuous access to a computer. You also need a backup plan if your computer fails for some reason. You can go to a library or cyber café in order to access your classes. You will be expected to maintain your participation in the online class, even during technical problems.

5. Maintain a list of phone numbers for your classmates so that you can help each other when technical problems arise.

6. Be sure to maintain backups of files and antivirus protection on your computer, this will also help you be more successful in the online class!

7. The Titan Help Desk is available to students. They are open the same hours as the Library. Technical help can be obtained through the Student IT Help Desk with the following methods: Email: [email protected] Phone: 657-278-8888 SMS: 657-248-5101 On-Line Chat: Login to http://my.fullerton.edu, click Online IT Help, Click on Live Chat


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Appendix H: ANA Code of Ethics for Nurses Provisions

1. The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person.

2. The nurse’s primary commitment is to the patient, whether an individual, family, group,

community, or population.

3. The nurse promotes, advocates for, and protects the rights, health, and safety of the patient.

4. The nurse has authority, accountability, and responsibility for nursing practice; makes

decisions; and takes action consistent with the obligation to promote health and to provide optimal care.

5. The nurse owes the same duties to self as to others, including the responsibility to

promote health and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth.

6. The nurse, through individual and collective effort, establishes, maintains, and improves

the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care.

7. The nurse, in all roles and settings, advances the profession through research and

scholarly inquiry, professional standards development, and the generation of both nursing and health policy.

8. The nurse collaborates with other health professionals and the public to protect human

rights, promote health diplomacy, and reduce health disparities.

9. The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principle of social justice into nursing and health policy.

To access the ANA Code of Ethics with Interpretive Statements: http://nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html American Nurses Association, Code of Ethics for Nurses with Interpretive Statements, Washington, D.C.: American Nurses Publishing, 2015


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Appendix I: Resource Information Mailing address: CSU, Fullerton, DNP Program School of Nursing EC 190 800 N. State College Blvd. Fullerton, CA 92831 Important Web Sites CSUF main web site fullerton.edu School of Nursing nursing.fullerton.edu Financial Aid: http://www.fullerton.edu/financialaid/ CSUF Bookstore: titanshops.com BRN Website: rn.ca.gov Counseling: fullerton.edu/caps/ Campus Map/Directions: fullerton.edu/campusmap E-mail policy and FAQs: fullerton.edu/it/students/email_titanapps/faq.php Graduate Studies fullerton.edu/graduate Graduate Forms: fullerton.edu/graduate/currentstudents/graduateforms.php Pollak Library library.fullerton.edu Federal School Code (FAFSA): 001137 CSUF BRN Provider #: 13309 Important Phone Numbers DNP Program 657- 278-8615 or [email protected] DNP Nurse Anesthesia 657-278-7610 or [email protected] Main School of Nursing Office 657-278-3336 or [email protected] Campus Operator 657- 278-2011 The University IT Help Desk The Help Desk (657-278-8888) is available to assist students with computer/technology related problems. Directory: Telephone Services The main campus telephone number is 657-278-2011. All individual campus telephone numbers use the 278 prefix followed by the extension number. From a phone on campus, only the extension number is required. Phone Directory: my.fullerton.edu/directory.


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Appendix J: DNP Student Handbook Acknowledgement Form I have read and understand the policies, procedures and requirements in the DNP Student Handbook. I understand that my eligibility to participate in this program may be terminated if I cannot meet these expectations. I am aware that the Handbook is revised annually, and I must abide by the current policies and procedures in the current academic year handbook each year of my enrollment in the program. Should revisions to the handbook occur during an academic year, I understand I will be notified of changes via my CSU email address and the most current handbook will be posted on the CSUF School of Nursing website at all times. I acknowledge that I know how to access the DNP STUDENT HANDBOOK. I understand that I am responsible for knowing the information contained in this handbook and will abide by all policies set forth in the handbook during my time of enrollment in the program. I will seek clarification of policies I do not understand. This acknowledgement form is specific DNP Student Handbook for the 2020-2021 Academic Year. (Print Name) (Signature) / (CWID) (Date)